Did Teachers’ Race and Verbal Ability Matter in the 1960’s? Coleman Revisited

Our paper reanalyzes data from the classic 1966 study Equality of Educational Opportunity, or Coleman Report. It addresses whether teacher characteristics, including race and verbal ability, influenced synthetic gain scores of students (mean test scores of upper grade students in a school minus mean test scores of lower grade students in a school), in the context of an econometric model that allows for the possibility that teacher characteristics in a school are endogenously determined. We find that verbal aptitude scores of teachers influenced synthetic gain scores for both black and white students. Verbal aptitude mattered as much for black teachers as it did for white teachers. Finally, holding teacher characteristics other than race constant, black teachers were associated with higher gain scores for black high school students, but lower gain scores for white elementary and secondary students. Because these findings are for American schools in the mid-1960\u27s, they do not directly apply to our contemporary experience. However, they do raise issues that should be addressed in discussions of hiring policies in American education

The lone parent pilots after 12 to 24 months: an impact assessment of in-work credit, work search premium, extended schools childcare, quarterly work focused interviews and new deal plus for lone parents

From April 2004, a set of Government policies designed to help lone parents into work have been piloted in various combinations in a number of Jobcentre Plus districts in Great Britain. The five policies are: In Work Credit (IWC), Work Search Premium (WSP), Extended Schools Childcare (ESC) and Childcare Tasters, Quarterly Work Focused Interviews (QWFIs) for lone parents whose youngest child is aged 12 or over in Local Education Authorities (LEAs) in which an ESC pilot is operating (ESQWFI), and New Deal Plus for Lone Parents (ND+fLP), hereafter collectively referred to as 'the lone parent pilots' (LPPs or 'the pilots'). The pilots were rolled out in four Phases, the first three of which are analysed in this report. This report estimates the impact of the LPPs on lone parents who have received Income Support (IS) or Jobseeker's Allowance (JSA) for at least 12 months. It uses a difference-in-differences (DiD) estimator, and makes use of lone parents in districts not operating a pilot as a comparison group. The data covers the first 12 months (Phase 3 districts) to the first 24 months (Phase 1 districts) of the pilots' operation, and so should be seen as giving the early impacts. Impacts were estimated separately for the stock of lone parents who had been on benefit for at least 12 months when the pilots began, and the flow sample of lone parents whose claim of IS/JSA reached 12 months after the pilots began

Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers\u27 race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers\u27 subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers

The Class Size Controversy

[Excerpt] When we ask whether class size matters for achievement, it is essential to ask also, how class size matters. This is important for three reasons. First, if we can observe not only achievement differences, but also the mechanisms through which the differences are produced, this will increase our confidence that the differences are real, and not an artifact of some unmeasured or inadequately controlled condition. Second, the effects of class size may vary in different circumstances, and identifying how class size affects achievement will help us to understand why the effects of class size are variable. Third, the potential benefits of class size reduction may be greater than what we observe. For example, suppose class size reductions aid achievement, but only when teachers modify instructional practices to take advantage of the smaller classes. If a few teachers make such modifications, but most do not, then understanding how class size affects achievement in some cases will help reveal its potential effects, even if the potential is generally unrealized

Tetrathiomolybdate anticopper therapy for Wilson's disease inhibits angiogenesis, fibrosis and inflammation

The need for agents to lower body copper in Wilson's disease, a disease which results from copper toxicity has been the driving force for the development of the effective anticopper drugs penicillamine, trientine, zinc, and now tetrathiomolybdate (TM). Because of its rapid action, potency, and safety, TM is proving to be a very effective drug for initial treatment of acutely ill Wilson's disease patients. Beyond this, TM has antiangiogenic effects, because many proangiogenic cytokines require normal levels of copper. This has led to use of TM in cancer, where it is generally effective in animal tumor models, and has shown efficacy in preliminary clinical studies. Most recently, it has been found that TM has antifibrotic and antiinflammatory effects through inhibition of profibrotic and proinflammatory cytokines.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72173/1/j.1582-4934.2003.tb00198.x.pd

Does It Pay To Attend An Elite Private College? Cross Cohort Evidence on the Effects of College Quality on Earnings

While there is evidence of a substantial and rising labor market premium associated with college attendance, little is known about how this premium varies across institutions of different quality and across time. Previous research which has estimated the return to college quality has not taken into account that individuals likely select the type of college they attend based in part on the expected economic return and net costs. In this paper we explicitly model high school students' choice of college type (characterized by quality and control) based on individual and family characteristics (including ability and parental economic status), and an estimate of the net costs of attendance and expected labor market return. We estimate selectivity corrected outcome equations, using data from both the National Longitudinal Study of the High School Class of 1972 and High School and Beyond, which permit us to determine the effects of college quality on wages and earnings and how this effect varies across time. Even after controlling for selection effects there is strong evidence of significant economic return to attending an elite private institution, and some evidence that this premium has increased over time.

The political dimension of seasonal allocations: Developing a seasonal allocation strategy in a water-short system in Sri Lanka

Water allocation, Irrigation programs, Reservoirs, Participatory management, Farmer participation, Water rights, Irrigated farming, Rice, Water shortage, Farmers' attitudes, Farmer-agency interactions, Sri Lanka

Do Teachers' Race, Gender, and Ethnicity Matter?: Evidence from NELS88

Our study uses a unique national longitudinal survey, the National Educational Longitudinal Study of 1988 (NELS), which permits researchers to match individual students and teachers, to analyze issues relating to how a teacher's race, gender, and ethnicity, per se, influence students from both the same and different race, gender, and ethnic groups. In contrast to much of the previous literature, we focus both on how teachers subjectively relate to and evaluate their students and on objectively how much their students learn. On balance, we find that teachers' race, gender, and ethnicity, per se, are much more likely to influence teachers' subjective evaluations of their students than they are to influence how much the students objectively learn. For example, while white female teachers do not appear to be associated with larger increases in test scores for white female students in mathematics and science than white male teachers 'produce', white female teachers do have higher subjective evaluations than their white male counterparts of their white female students. We relate our findings to the more general literature on gender, race, and ethnic bias in subjective performance evaluations in the world of work and trace their implications for educational and labor markets.

Pensioner poverty over the next decade: what role for tax and benefit reform?

Recent falls in poverty amongst those aged 65 and over are unlikely to continue after 2007-08, even after the implementation of the proposals outlined in the Government's Pensions White Paper. This report looks at the prospects for pensioner poverty in England over the next decade. The authors find that that the proportion of those aged 65 and over living in poverty is set to remain at its current level - around one-in-five - between 2007-08 and 2017-18. This is despite the overall increase in the generosity of state pensions arising from the Pensions White Paper, and the fact that younger cohorts are expected to have more private pension income and higher employment rates at older ages than those preceding them