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

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

Accurate near-field calculation in the rigorous coupled-wave analysis method

The rigorous coupled-wave analysis (RCWA) is one of the most successful and widely used methods for modeling periodic optical structures. It yields fast convergence of the electromagnetic far-field and has been adapted to model various optical devices and wave configurations. In this article, we investigate the accuracy with which the electromagnetic near-field can be calculated by using RCWA and explain the observed slow convergence and numerical artifacts from which it suffers, namely unphysical oscillations at material boundaries due to the Gibb's phenomenon. In order to alleviate these shortcomings, we also introduce a mathematical formulation for accurate near-field calculation in RCWA, for one- and two-dimensional straight and slanted diffraction gratings. This accurate near-field computational approach is tested and evaluated for several representative test-structures and configurations in order to illustrate the advantages provided by the proposed modified formulation of the RCWA.Comment: 13 pages, 12 figure

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 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

Determining Field Requirements of the Air Force Supply System: a Delphi Study

The Air Force Supply System can be a convoluted network of organizations with different classes of supply being managed by different organizations. Individuals deployed to austere environments must interact with multiple organizations to get logistics support. Recent supply organizational changes have improved the Air Forces ability to present combat support capability to the combatant commands and deployed logisticians. This research focused on simplifying the process by identifying the need for and determining the ideal capabilities provided by a Logistics Command and Control support cell that would provide a touch point for logistics support to those in a deployed or austere environment