The Effect of Excise Taxes on Cigarette Smuggling: An Instrumental Variable Approach

I use an instrumental variable approach to estimate the effect of excise taxes on cigarette smuggling. The IV approach addresses the potential endogeneity of excise taxes while controlling for other determinants of smuggling. I use panel data on 47 states from 1990-2009. The main results confirm the validity of the instrument, the percent of Democrats in the upper house of state legislatures, but do not reject exogeneity of excise taxes. Robustness tests using an alternative measure of cigarette smuggling find the opposite result. All models find that per capita income and the number of federal police per 100,000 residents are significant determinants of smuggling

Representation in Westminster in the 1990s : The ghost of Edmund Burke

Why are 'trustee' notions of representation still invoked in the UK House of Commons in the 1990s? In answering this question this article analyses the premises of Burkean theory and the arguments that these premises are of little relevance in the late twentieth century. Despite these dismissals of trusteeship, Burkean ideas are still articulated in the Commons some 200 years after they were first voiced. The idea of trusteeship can prove extremely useful to justify the actions of representatives when those actions conflict with constituency 'opinion', party policy or the wishes of interest groups. Examples of the occasions when Burkean notions have been invoked in the 1990s are provided

Classroom peer effects and student achievement

In this paper we analyze the impact of classroom peers' ability on individual student achievement with a unique longitudinal data set covering all Florida public school students in grades 3-10 over a five-year period. Unlike many data sets used to study peer effects in education, ours identifies each member of a student's classroom peer group in elementary, middle, and high school as well as the classroom teacher responsible for instruction. As a result, we can control for student fixed effects simultaneously with teacher fixed effects, thereby alleviating biases due to endogenous assignment of both peers and teachers, including some dynamic aspects of assignment. Our estimation strategy, which measures the influence on individual test scores of peers' fixed characteristics (including unobserved components), also alleviates potential bias due to measurement error in peer ability. Under linear-in-means specifications, estimated peer effects are small to nonexistent, but we find sizable and significant peer effects in nonlinear models. We find that peer effects depend on an individual student's own ability and on the relative ability level of peers, results suggesting that some degree of tracking by ability may raise aggregate achievement. Estimated peer effects tend to be smaller when teacher fixed effects are included than when they are omitted, a result that emphasizes the importance of controlling for teacher inputs. We also find that classroom peers exert a greater influence on individual achievement than the broader group of grade-level peers at the same school

Classroom peer effects and student achievement

In this paper we analyze the impact of classroom peers on individual student performance with a unique longitudinal data set covering all Florida public school students in grades 3-10 over a five-year period. Unlike many previous data sets used to study peer effects in education, our data set allow us to identify each member of a given student's classroom peer group in elementary, middle, and high school as well as the classroom teacher responsible for instruction. As a result, we can control for individual student fixed effects simultaneously with individual teacher fixed effects, thereby alleviating biases due to endogenous assignment of both peers and teachers, including some dynamic aspects of such assignments. Our estimation strategy, which focuses on the influence of peers' fixed characteristicsboth observed and unobservedon individual test score gains, also alleviates potential biases due to error in measuring peer quality, simultaneity of peer outcomes, and mean reversion. Under linear-inmeans specifications, estimated peer effects are small to non-existent, but we find some sizable and significant peer effects within non-linear models. For example, we find that peer effects depend on an individual student's own ability and on the ability level of the peers under consideration, results that suggest Pareto-improving redistributions of students across classrooms and/or schools. Estimated peer effects tend to be smaller when teacher fixed effects are included than when they are omitted, a result that suggests co-movement of peer and teacher quality effects within a student over time. We also find that peer effects tend to be stronger at the classroom level than at the grade level

Introducing e-developers to support a university’s blended learning developments

Introducing technology in higher education raises questions about staff roles and the organisation of development practices. This article presents the findings from a case study that was undertaken to evaluate the effectiveness of introducing three centrally supported e-developers to work with academic teams to provide specialist support. The e-developer role is explained, and related to existing literature about learning technologists. The case illustrates how the e-developers worked collaboratively with academic staff and the perceptions of the academic staff, e-developers and educational technology leaders of the e-developer model used in a university in southwest London. The findings offer an opportunity to understand this kind of role, and the value of a model of staff development that does not involve taking academic staff out of the teaching area to become e-developers. The model supports ‘situative’ professional development, which helps promote technology integration into teaching and suggests that e-developers provided cost-effective mentorship which participants believed would have a positive impact on student learnin

The falling tide algorithm: A new multi-objective approach for complex workforce scheduling

We present a hybrid approach of goal programming and meta-heuristic search to find compromise solutions for a difficult employee scheduling problem, i.e. nurse rostering with many hard and soft constraints. By employing a goal programming model with different parameter settings in its objective function, we can easily obtain a coarse solution where only the system constraints (i.e. hard constraints) are satisfied and an ideal objective-value vector where each single goal (i.e. each soft constraint) reaches its optimal value. The coarse solution is generally unusable in practise, but it can act as an initial point for the subsequent meta-heuristic search to speed up the convergence. Also, the ideal objective-value vector is, of course, usually unachievable, but it can help a multi-criteria search method (i.e. compromise programming) to evaluate the fitness of obtained solutions more efficiently. By incorporating three distance metrics with changing weight vectors, we propose a new time-predefined meta-heuristic approach, which we call the falling tide algorithm, and apply it under a multi-objective framework to find various compromise solutions. By this approach, not only can we achieve a trade off between the computational time and the solution quality, but also we can achieve a trade off between the conflicting objectives to enable better decision-making