Character Assessment: Three Essays

I propose a new approach to measuring character skills. In the following three essays, my co-‎authors and I measure the effort that adolescent students appear to put forward on surveys ‎and tests. First, I examine the extent to which students simply skip questions or plead ‎ignorance on surveys. Second, I develop new methods for detecting careless answers, those ‎instances in which students appear to be just filling in the bubbles. I show, using ‎longitudinal datasets, that both measures are predictive of educational degree attainment, ‎independent of measured cognitive ability and other demographic factors. Finally, I ‎demonstrate that international differences in reading, math and science test scores appear in ‎fact to partially reflect international differences in student effort on assessments. Just as some ‎students skip questions and carelessly answer surveys, some students do the same on tests. To ‎the extent that effort on surveys and tests reflects noncognitive skills, presumed international ‎differences in cognitive ability (as measured by standardized tests) might in fact be driven by ‎differences in noncognitive ability. Altogether, the measures explored in the paper present ‎three new methods for quantifying student character skills, which can be used in future ‎research. Throughout, my co-authors and I posit that the character skills that our measures ‎capture are related to conscientiousness and self-control.

Does the Timing of Money Matter? A Case Study of the Arkansas Academic Challenge Scholarship

This paper examines the effect of a state-financed merit-aid scholarship—the Arkansas Academic Challenge Scholarship (ACS)—on post-secondary outcomes at a large university in Arkansas. Exploiting scholarship eligibility requirements, we implement a fuzzy regression discontinuity design to identify the scholarship’s causal impacts on college outcomes. The analysis focuses on currently enrolled sophomores, juniors, and seniors who receive the scholarship to investigate the broad impacts of receiving money at nontraditional points in an individual’s college trajectory. Findings indicate small, negative impacts of scholarship receipt on short-run outcomes such as GPA and credit accumulation, but large statistically significant declines in the likelihood of graduating within four, five, or six years of matriculation. The youngest cohort, who began receiving funding during their sophomore year of enrollment, primarily drives these findings. However, cohort analysis also reveals that seniors who do not graduate on time are 54 percentage points more likely to graduate within 6 years of matriculation when they receive the scholarship. These results highlight the fact that the timing of receiving money may heavily influence student behavior and postsecondary outcomes

No Excuses Charter Schools: A Meta-Analysis of the Experimental Evidence on Student Achievement

While charter schools differ widely in philosophy and pedagogical views, the United States’s most famous urban charter schools typically use the No Excuses approach. Enrolling mainly poor and minority students, these schools feature high academic standards, strict disciplinary codes, extended instructional time, and targeted supports for low-performing students. The strenuous and regimented style is controversial amongst some scholars, but others contend that the No Excuses approach is needed to rapidly close the achievement gap. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools. Focusing on experimental studies, we find that No Excuses charter schools significantly improve math scores and reading scores. We estimate gains of 0.25 and 0.16 standard deviations on math and literacy achievement, respectively, as the effect of attending a No Excuses charter school for one year. Though the effect is large and meaningful, we offer some caveats to this finding and discuss policy implications for the United States as well as other countries

Growth, Diversification, and Business Group Formation in Entrepreneurial Firms

Recent empirical research has demonstrated that the growth process of entrepreneurial firms is frequently achieved through the formation of business groups: i.e. a set of companies run by the same entrepreneur (or entrepreneurial team). This has been hypothesised as result of a growth process by diversification of the original activity. This entrepreneurial growth process offers an alternative explanation for the formation of business Groups, than that arising from managerial efficiency and expediency. The main aim of the article is to explore group formation through entrepreneurial diversification using a sample of high growth entrepreneurial firms. The analysis demonstrates that the running of a group of companies by the same entrepreneur is not only induced by the geographical extension of their operation and by diversification but also by the differentiation policy aimed at serving different market segments within the same sector. This seems to contrast with the diversification policy and organisational setting of large, managerial firms Copyright Springer 2005business groups, diversification, entrepreneurship, habitual entrepreneurs, L2, M13,