What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City

We use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. On average, the certification status of a teacher has at most small impacts on student test performance. However, among those with the same certification status, there are large and persistent differences in teacher effectiveness. This evidence suggests that classroom performance during the first two years, rather than certification status, is a more reliable indicator of a teacher's future effectiveness. We also evaluate turnover among teachers with different certification status, and the impact on student achievement of hiring teachers with predictably high turnover. Given relatively modest estimates of experience differentials, even high turnover groups (such as Teach for America participants) would have to be only slightly more effective in their first year to offset the negative effects of their high exit rates.

Do Sex Offender Registration and Notification Laws Affect Criminal Behavior?

Sex offenders have become the targets of some of the most far-reaching and novel crime legislation in the U.S. Two key innovations in recent decades have been registration and notification laws which, respectively, require that convicted sex offenders provide valid contact information to law enforcement authorities, and that information about sex offenders be made public. Using the evolution of state law during the 1990s and 2000s, we study how registration and notification affect the frequency of reported sex offenses and the incidence of such offenses across victims. We find evidence that registration reduces the frequency of sex offenses by providing law enforcement with information on local sex offenders. As we predict using a simple model of criminal behavior, this decrease in crime is concentrated among “local” victims (e.g., friends, acquaintances, neighbors) with no evidence of less crime occurring against strangers. We also find evidence that notification has reduced crime, but not, as legislators anticipated, by disrupting the criminal conduct of convicted sex offenders. Our results instead suggest that notification deters nonregistered sex offenders, and may, in fact, increase recidivism among registered offenders by reducing the relative attractiveness of a crime-free life. This finding is consistent with work by criminologists showing that notification imposes social and financial costs on registered sex offenders, perhaps offsetting the relative benefits of forgoing criminal activity. We regard this latter finding as important, given that the purpose of notification is to reduce recidivism

Do Sex Offender Registration and Notification Laws Affect Criminal Behavior?

Sex offenders have become the targets of some of the most far-reaching and novel crime legislation in the U.S. Two key innovations in recent decades have been registration and notification laws which, respectively, require that convicted sex offenders provide valid contact information to law enforcement authorities, and that information about sex offenders be made public. Using the evolution of state law during the 1990s and 2000s, we study how registration and notification affect the frequency of reported sex offenses and the incidence of such offenses across victims. We find evidence that registration reduces the frequency of sex offenses by providing law enforcement with information on local sex offenders. As we predict using a simple model of criminal behavior, this decrease in crime is concentrated among “local” victims (e.g., friends, acquaintances, neighbors) with no evidence of less crime occurring against strangers. We also find evidence that notification has reduced crime, but not, as legislators anticipated, by disrupting the criminal conduct of convicted sex offenders. Our results instead suggest that notification deters nonregistered sex offenders, and may, in fact, increase recidivism among registered offenders by reducing the relative attractiveness of a crime-free life. This finding is consistent with work by criminologists showing that notification imposes social and financial costs on registered sex offenders, perhaps offsetting the relative benefits of forgoing criminal activity. We regard this latter finding as important, given that the purpose of notification is to reduce recidivism

Do Sex Offender Registration and Notification Laws Affect Criminal Behavior?

In recent decades, sex offenders have been the targets of some of the most far-reaching and novel crime legislation in the U.S. Two key innovations have been registration and notification laws which, respectively, require that convicted sex offenders provide valid contact information to law enforcement authorities, and that information on sex offenders be made public. Using detailed information on the timing and scope of changes in state law, we study how registration and notification affect the frequency of sex offenses and the incidence of offenses across victims, and check for any change in police response to reported crimes. We find evidence that registration reduces the frequency of sex offenses by providing law enforcement with information on local sex offenders. As we predict from a simple model of criminal behavior, this decrease in crime is concentrated among “local” victims (e.g., friends, acquaintances, neighbors), while there is little evidence of a decrease in crimes against strangers. We also find evidence that community notification deters crime, but in a way unanticipated by legislators. Our results correspond with a model in which community notification deters first-time sex offenses, but increases recidivism by registered offenders due to a change in the relative utility of legal and illegal behavior. This finding is consistent with work by criminologists suggesting that notification may increase recidivism by imposing social and financial costs on registered sex offenders and making non-criminal activity relatively less attractive. We regard this latter finding as potentially important, given that the purpose of community notification is to reduce recidivism

School Segregation, Educational Attainment, and Crime: Evidence from the End of Busing in Charlotte-Mecklenburg

We study the impact of the end of race-based busing in Charlotte-Mecklenburg schools (“CMS”) on academic achievement, educational attainment, and young adult crime. In 2001, CMS was prohibited from using race in assigning students to schools. School boundaries were redrawn dramatically to reflect the surrounding neighborhoods, and half of its students received a new assignment. Using addresses measured prior to the policy change, we compare students in the same neighborhood that lived on opposite sides of a newly drawn boundary. We find that both white and minority students score lower on high school exams when they are assigned to schools with more minority students. We also find decreases in high school graduation and four-year college attendance for whites, and large increases in crime for minority males. The impacts on achievement and attainment are smaller in younger cohorts, while the impact on crime remains large and persistent for at least nine years after the re-zoning. We show that compensatory resource allocation policies in CMS likely played an important role in mitigating the impact of segregation on achievement and attainment, but had no impact on crime. We conclude that the end of busing widened racial inequality, despite efforts by CMS to mitigate the impact of increases in segregation

Short Run Impacts of Accountability on School Quality

In November of 2007, the New York City Department of Education assigned elementary and middle schools a letter grade (A to F) under a new accountability system. Grades were based on numeric scores derived from student achievement and other school environmental factors such as attendance, and were linked to a system of rewards and consequences. We use the discontinuities in the assignment of grades to estimate the impact of accountability in the short run. Specifically, we examine student achievement in English Language Arts and mathematics (measured in January and March of 2008, respectively) using school level aggregate data. Although schools had only a few months to respond to the release of accountability grades, we find that receipt of a low grade significantly increased student achievement in both subjects, with larger effects in math. We find no evidence that these grades were related to the percentage of students tested, implying that accountability can cause real changes in school quality that increase student achievement over a short time horizon. We also find that parental evaluations of educational quality improved for schools receiving low accountability grades. However, changes in survey response rates hold open the possibility of selection bias in these complementary results.

Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools

We examine how employers learn about worker productivity in a randomized pilot experiment which provided objective estimates of teacher performance to school principals. We test several hypotheses that support a simple Bayesian learning model with imperfect information. First, the correlation between performance estimates and prior beliefs rises with more precise objective estimates and more precise subjective priors. Second, new information exerts greater influence on posterior beliefs when it is more precise and when priors are less precise. Employer learning affects job separation and productivity in schools, increasing turnover for teachers with low performance estimates and producing small test score improvements. (JEL D83, I21, J24, J45

Consumers\u27 Perceptions of Patient-Accessible Electronic Medical Records

Background: Electronic health information (eHealth) tools for patients, including patient-accessible electronic medical records (patient portals), are proliferating in health care delivery systems nationally. However, there has been very limited study of the perceived utility and functionality of portals, as well as limited assessment of these systems by vulnerable (low education level, racial/ethnic minority) consumers. Objective: The objective of the study was to identify vulnerable consumers’ response to patient portals, their perceived utility and value, as well as their reactions to specific portal functions. Methods: This qualitative study used 4 focus groups with 28 low education level, English-speaking consumers in June and July 2010, in New York City. Results: Participants included 10 males and 18 females, ranging in age from 21-63 years; 19 non-Hispanic black, 7 Hispanic, 1 non-Hispanic White and 1 Other. None of the participants had higher than a high school level education, and 13 had less than a high school education. All participants had experience with computers and 26 used the Internet. Major themes were enhanced consumer engagement/patient empowerment, extending the doctor’s visit/enhancing communication with health care providers, literacy and health literacy factors, improved prevention and health maintenance, and privacy and security concerns. Consumers were also asked to comment on a number of key portal features. Consumers were most positive about features that increased convenience, such as making appointments and refilling prescriptions. Consumers raised concerns about a number of potential barriers to usage, such as complex language, complex visual layouts, and poor usability features. Conclusions: Most consumers were enthusiastic about patient portals and perceived that they had great utility and value. Study findings suggest that for patient portals to be effective for all consumers, portals must be designed to be easy to read, visually engaging, and have user-friendly navigation

Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools

The evidence that productivity varies greatly across teachers has given rise to the idea that student achievement data should be included in performance evaluation, despite limited empirical evidence on subjective evaluation or the use of objective performance measures in U.S. public schools. In this paper, we examine the results of a randomized pilot program in which school principals were provided with estimates of the performance of individual teachers in raising their students’ test scores in math and English. Our analysis establishes several facts consistent with a simple Bayesian learning model of employee evaluation in the presence of imperfect information. First, objective teacher performance estimates based on student data and principals’ prior beliefs are positively correlated, and the strength of this relationship rises with the precision of the objective estimates and the precision of subjective priors. Second, principals who are provided with objective performance data incorporate this information into their posterior beliefs, and do so to a greater extent when the data are more precise and when their priors are less precise. Moreover, after the provision of performance data, the probability of job separation rises for teachers with low performance estimates, and, in line with this change in attrition patterns, student achievement exhibits small improvements the following year. These results suggest that objective performance data provides useful information to principals in constructing employee evaluations and using these evaluations to improve productivity.

Can You Recognize an Effective Teacher When You Recruit One?

Research on the relationship between teachers' characteristics and teacher effectiveness has been underway for over a century, yet little progress has been made in linking teacher quality with factors observable at the time of hire. However, most research has examined a relatively small set of characteristics that are collected by school administrators in order to satisfy legal requirements and set salaries. To extend this literature, we administered an in-depth survey to new math teachers in New York City and collected information on a number of non-traditional predictors of effectiveness including teaching specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available teacher selection instrument. Individually, we find that only a few of these predictors have statistically significant relationships with student and teacher outcomes. However, when all of these variables are combined into two primary factors summarizing cognitive and non-cognitive teacher skills, we find that both factors have a modest and statistically significant relationship with student and teacher outcomes, particularly with student test scores. These results suggest that, while there may be no single factor that can predict success in teaching, using a broad set of measures can help schools improve the quality of their teachers.