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Academic Articles

Academic Articles

More Accountability or More Resources: The US Experience with NCLB. (with Margaret E. Raymond). In Enrico Gori, Daniele Vidoni, Eric A. Hanushek and Charles Glenn (ed.). Institutional Models in Education: Legal Framework and Methodological Aspects for a New Approach to the Problem of School Governance, (Nijmegen, Netherlands: Wolf Legal Publishers), 2006, pg. 69-80.

The Economic Value of Improving Public Schools. Proceedings of Federal Reserve Bank of Cleveland Research Conference, November 18-19, 2004, Cleveland: Federal Reserve Bank of Cleveland, 2005, pp. 59-72.

The Economics of School Quality. German Economic Review, 6(3), August 2005, pp. 269-286.

Education and Training. (with Michael Mertaugth). In Nicholas Barr (ed.). Labor Markets and Social Policy in Central and Eastern Europe: The Accession and Beyond, Washington, DC: The World Bank, 2005, pp. 207-251.

Does School Accountability Lead to Improved Student Performance?. (with Margaret E. Raymond) . Journal of Policy Analysis and Management, 24(2), Spring 2005, pp. 298-327.

Teachers, Schools, and Academic Achievement. (with Steven G. Rivkin and John F. Kain) . Econometrica, 73(2), March 2005, pp. 417-458.

United States Lessons about School Accountability. CESifo DICE Report, 2(4), Winter 2004, pp. 27-32.

Disruption versus Tiebout Improvement: The Costs and Benefits of Switching Schools. (with John F. Kain and Steven G. Rivkin) . Journal of Public Economics, 88(9), August 2004, pp. 1722-1746.

The Toughest Battleground: Schools. In Mark A. Wynne, Harvey Rosenblum and Robert L. Formaini (ed.), The legacy of Milton and Rose Friedman's Free to Choose: Economic liberalism at the turn of the twenty first century, Dallas, TX: Federal Reserve Bank of Dallas, 2004, pp. 21-35.

The Effect of School Accountability Systems on the Level and Distribution of Student Achievement. (with Margaret E. Raymond) . Journal of the European Economic Association, 2(2-3), May 2004, pp. 406-415.

What If There Are No 'Best Practices'?. Scottish Journal of Political Economy, 51(2), May 2004, pp. 156-172.

Why Public Schools Lose Teachers. (with John F. Kain and Steven G. Rivkin) . The Journal of Human Resources, 39(2), Spring 2004, pp. 326-354.

How to Improve the Supply of High Quality Teachers. (with Steven G. Rivkin) . Brookings Papers on Education Policy: 2004, 2004, pp. 7-44.

Economic Analysis of School Quality. European Economy: Quality and Efficiency in Education, Special Report No 3. Brussels: Directorate-General for Economic and Financial Affairs, European Commission, 2004, pp. 29-48.

Opportunities, Race, and Urban Location: The Influence of John Kain. (with Edward L. Glaeser and John M. Quigley) . Journal of Urban Economics, 56(1), 2004.

Redistribution through Education and Other Transfer Mechanisms. (with Charles Ka Yui Leung and Kuzey Yilmaz) . Journal of Monetary Economic, 50(8), November 2003, pp. 1719-1750.

Does Peer Ability Affect Student Achievement?. (with John F. Kain, Jacob M. Markman, and Steven G. Rivkin). Journal of Applied Econometrics, 18(5), October 2003, pp. 527-544.

Efficiency and Equity in Schools around the World. (with Javier A. Luque) . Economics of Education Review, 22(5), October 2003, pp. 481-502.

Lessons about the Design of State Accountability Systems. (with Margaret E. Raymond). In Paul E. Peterson and Martin R. West (ed.). No Child Left Behind? The Politics and Practice of Accountability, Washington, DC: Brookings, 2003, pp. 126-151.

Does Public School Competition Affect Teacher Quality?. (with Steven G. Rivkin). In Caroline Minter Hoxby (ed.). The Economics of School Choice, Chicago: University of Chicago Press, 2003, pp. 23-47.

Improving Educational Quality: How Best to Evaluate Our Schools. (with Margaret E. Raymond). In Yolanda Kodrzycki (ed.). Education in the 21st Century: Meeting the Challenges of a Changing World, Boston, MA: Federal Reserve Bank of Boston, 2003, pp. 193-224.

The Failure of Input-based Schooling Policies. The Economic Journal, 113, February 2003, pp. 64-98.

Inferring Program Effects for Specialized Populations: Does Special Education Raise Achievement for Students with Disabilities. (with John F. Kain and Steven G. Rivkin) . Review of Economics and Statistics, 84(4), November 2002, pp. 584-599.

Evidence, Politics, and the Class Size Debate. In Lawrence Mishel and Richard Rothstein (ed.) , The Class Size Debate, Washington, DC: Economic Policy Institute, 2002, pp. 37-65.

Publicly Provided Education. in Alan J. Auerbach and Martin Feldstein (ed.) . Handbook of Public Economics (Amsterdam: North-Holland, 2002), 2002, pp. 2045-2141.

The Confusing World of Educational Accountability. (with Margaret E. Raymond) . National Tax Journal, 54(2), June 2001, pp. 365-384.

Spending on Schools. In Terry Moe (ed.), A Primer on American Education, Stanford, CA: Hoover Institution Press, 2001, pp. 69-88.

Black-white Achievement Differences and Governmental Interventions. American Economic Review, 91(2), May 2001, pp. 24-28.

Schooling, Inequality, and the Impact of Government. (with Julie A. Somers). In Finis Welch (ed.). The Causes and Consequences of Increasing Inequality, Chicago: University of Chicago Press, 2001, pp. 169-199.

Economics of Education. In Paul B. Baltes and Neil J. Smelser (ed.), International Encyclopedia of the Social and Behavioral Sciences, vol. 6, Amsterdam: Elsevier Science, 2001, pp. 4200-4208.

Schooling, Labor Force Quality, and the Growth of Nations. (with Dennis D. Kimko) . American Economic Review, 90(5), December 2000, pp. 1184-1208.

Smaller Classes, Lower Salaries? The Effects of Class Size on Teacher Labor Markets. (with Javier Luque). In Sabrina W.M. Laine and James G. Ward (ed.). Using What We Know: A Review of the Research on Implementing Class-Size Reduction Initiatives for State and Local Policymakers, Oak Brook, Ill.: North Central Regional Educational Laboratory, 2000, pp. 35-51.

The Evidence on Class Size. in Susan E. Mayer and Paul E. Peterson (ed.) . Earning and learning: How schools matter, Washington, DC: Brookings Institution, 1999, pp. 131-168.

Some Findings from an Independent Investigation of the Tennessee STAR Experiment and from Other Investigations of Class Size Effects. Educational Evaluation and Policy Analysis, 21(2), Summer 1999, pp. 143-163.

Budgets, Priorities, and Investment in Human Capital. In Marvin H. Kosters (ed.), Financing College Tuition: Government Policies and Educational Priorities, Washington, DC AEI Press, 1999, pp. 8-27.

Understanding the 20th Century Growth in U.S. School Spending. (with Steven G. Rivkin) . Journal of Human Resources, 31(1), Winter 1997, pp. 34-68.

Incentives Are Key to Improved Schools. Forum for Applied Research and Public Policy, 12(3), 1997, pp. 62-67.

Health and Schooling: Evidence and Policy Implications for Developing Countries. (with João Batista Gomes-Neto, Raimundo Hélio Leite, and Roberto Cláudio Frota-Bezzera) . Economics of Education Review, 16(3), June 1997, pp. 271-282.

Assessing the Effects of School Resources on Student Performance: An Update. Educational Evaluation and Policy Analysis, 19(2), Summer 1997, pp. 141-164.

Applying Performance Incentives to Schools for Disadvantaged Populations. Education and Urban Society, 29(3), May 1997, pp. 296-316.

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