School Quality and the Black-White Achievement Gap

Substantial uncertainty exists about the impact of school quality on the black-white achievement gap. Our results, based on both Texas Schools Project (TSP) administrative data and the Early Childhood Longitudinal Survey (ECLS), differ noticeably from other recent analyses of the black-white achievement gap by providing strong evidence that schools have a substantial effect on the differential. The majority of the expansion of the achievement gap with age occurs between rather than within schools, and specific school and peer factors exert a significant effect on the growth in the achievement gap. Unequal distributions of inexperienced teachers and of racial concentrations in schools can explain all of the increased achievement gap between grades 3 and 8. Moreover, non-random sample attrition for school changers and much higher rates of special education classification and grade retention for blacks appears to lead to a significant understatement of the increase in the achievement gap with age within the ECLS and other data sets.

New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement

Uncovering the effects of school racial composition on achievement is difficult, because racial mixing in the schools is not an accident but instead represents a complex mixture of government and family choices. While the goals of the integration of schools legally inspired by Brown v. Board of Education are very broad, here we focus more narrowly on how school racial composition effects scholastic achievement. Our evaluation, made possible by rich panel data on the achievement of Texas students, disentangles racial composition effects from other aspects of school quality and from differences in student abilities and family background. The results show that a higher percentage of Black schoolmates has a strong adverse effect on achievement of Blacks and, moreover, that the effects are highly concentrated in the upper half of the ability distribution. In contrast, racial composition has a noticeably smaller effect on achievement of lower ability blacks, of whites, and of Hispanics -- strongly suggesting that the results are not a simple reflection of unmeasured school quality.

Do Higher Salaries Buy Better Teachers?

Important policy decisions rest on the relationship between teacher salaries and the quality of teachers, but the evidence about the strength of any such relationship is thin. This paper relies upon the matched panel data of the UTD Texas School Project to investigate how shifts in salary schedules affect the composition of teachers within a district. The panel data permit separation of shifts in salary schedules from movement along given schedules, and thus the analysis is much more closely related to existing policy proposals. In analyses both of teacher mobility and of student performance, teacher salaries are shown to have a modest impact. Teacher mobility is more affected by characteristics of the students (income, race, and achievement) than by salary schedules. Salaries are also weakly related to performance on teacher certification tests appearing to be relevant only in districts doing high levels of hiring, but preliminary examination shows that the certification tests are not significantly related to student achievement. The only significant relationship between salaries and student achievement holds (implausibly) for existing experienced teachers and not for new hires or for probationary teachers.

Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals

Although much has been written about the importance of leadership in the determination of organizational success, there is little quantitative evidence due to the difficulty of separating the impact of leaders from other organizational components – particularly in the public sector. Schools provide an especially rich environment for studying the impact of public sector management, not only because of the hypothesized importance of leadership but also because of the plentiful achievement data that provide information on institutional outcomes. Outcome-based estimates of principal value-added to student achievement reveal significant variation in principal quality that appears to be larger for high-poverty schools. Alternate lower-bound estimates based on direct estimation of the variance yield smaller estimates of the variation in principal productivity but ones that are still important, particularly for high poverty schools. Patterns of teacher exits by principal quality validate the notion that a primary channel for principal influence is the management of the teacher force. Finally, looking at principal transitions by quality reveals little systematic evidence that more effective leaders have a higher probability of exiting high poverty schools.

Albedos and diameters of three Mars Trojan asteroids

We observed the Mars Trojan asteroids (5261) Eureka and (101429) 1998 VF31 and the candidate Mars Trojan 2001 FR127 at 11.2 and 18.1 microns using Michelle on the Gemini North telescope. We derive diameters of 1.28, 0.78, and <0.52 km, respectively, with corresponding geometric visible albedos of 0.39, 0.32, and >0.14. The albedos for Eureka and 1998 VF31 are consistent with the taxonomic classes and compositions (S(I)/angritic and S(VII)/achrondritic, respectively) and implied histories presented in a companion paper by Rivkin et al. Eureka's surface likely has a relatively high thermal inertia, implying a thin regolith that is consistent with predictions and the small size that we derive.Comment: Icarus, in press. See companion paper 0709.1925 by Rivkin et al; two minor typos fixe

Why Public Schools Lose Teachers

Many school districts experience difficulties attracting and retaining teachers, and the impending retirement of a substantial fraction of public school teachers raises the specter of severe shortages in some public schools. Schools in urban areas serving economically disadvantaged and minority students appear particularly vulnerable. This paper investigates those factors that affect the probabilities that teachers switch schools or exit the public schools entirely. The results indicate that teacher mobility is much more strongly related to characteristics of the students, particularly race and achievement, than to salary, although salary exerts a modest impact once compensating differentials are taken into account.

DATA ON ARTS ORGANIZATIONS: A REVIEW AND NEEDS ASSESSMENT, WITH DESIGN IMPLICATIONS

This project describes the data resources on arts organizations that are currently available to inform the efforts of policy makers, arts managers, and researchers working in the arts field. It assesses the adequacy of different data sources for identifying the population of arts and cultural organizations in a community. The report is based on a review of more than a dozen sources of information about arts and cultural organizations, interviews with researchers and data specialists, and an empirical study of arts organizations in three metropolitan areas - Philadelphia, Dallas-Fort Worth, and Minneapolis-St. Paul. The report concludes with recommendations for improving data quality and for establishing an ongoing national database on the arts sector.

Composition of the L5 Mars Trojans: Neighbors, not Siblings

Mars is the only terrestrial planet known to have Tro jan (co-orbiting) asteroids, with a confirmed population of at least 4 objects. The origin of these objects is not known; while several have orbits that are stable on solar-system timescales, work by Rivkin et al. (2003) showed they have compositions that suggest separate origins from one another. We have obtained infrared (0.8-2.5 micron) spectroscopy of the two largest L5 Mars Tro jans, and confirm and extend the results of Rivkin et al. (2003). We suggest that the differentiated angrite meteorites are good spectral analogs for 5261 Eureka, the largest Mars Trojan. Meteorite analogs for 101429 1998 VF31 are more varied and include primitive achondrites and mesosiderites.Comment: 14 manuscript pages, 1 table, 6 figures. To be published in Icarus. See companion paper 0709.1921 by Trilling et a

The Market for Teacher Quality

Much of education policy focuses on improving teacher quality, but most policies lack strong research support. We use student achievement gains to estimate teacher value-added, our measure of teacher quality. The analysis reveals substantial variation in the quality of instruction, most of which occurs within rather than between schools. Although teacher quality appears to be unrelated to advanced degrees or certification, experience does matter -- but only in the first year of teaching. We also find that good teachers tend to be effective with all student ability levels but that there is a positive value of matching students and teachers by race. In the second part of the analysis, we show that teachers staying in our sample of urban schools tend to be as good as or better than those who exit. Thus, the main cost of large turnover is the introduction of more first year teachers. Finally, there is little or no evidence that districts that offer higher salaries and have better working conditions attract the higher quality teachers among those who depart the central city district. The overall results have a variety of direct policy implications for the design of school accountability and the compensation of teachers.