Daniel I. Rees

Bio: Daniel I. Rees is an academic researcher from University of Colorado Denver. The author has contributed to research in topics: Adolescent health & Longitudinal study. The author has an hindex of 39, co-authored 152 publications receiving 4946 citations. Previous affiliations of Daniel I. Rees include Charles III University of Madrid & Institute for the Study of Labor.

Medical Marijuana Laws, Traffic Fatalities, and Alcohol Consumption

Abstract: To date, 19 states have passed medical marijuana laws, yet very little is known about their effects. The current study examines the relationship between the legalization of medical marijuana and traffic fatalities, the leading cause of death among Americans ages 5–34. The first full year after coming into effect, legalization is associated with an 8–11 percent decrease in traffic fatalities. The impact of legalization on traffic fatalities involving alcohol is larger and estimated with more precision than its impact on traffic fatalities that do not involve alcohol. Legalization is also associated with sharp decreases in the price of marijuana and alcohol consumption, which suggests that marijuana and alcohol are substitutes. Because alternative mechanisms cannot be ruled out, the negative relationship between legalization and alcohol-related traffic fatalities does not necessarily imply that driving under the influence of marijuana is safer than driving under the influence of alcohol.

Detracking America's schools: Equity at zero cost?

Abstract: Schools across the country are ending the practice of grouping students based on ability, in part, because of research indicating that tracking hurts low-ability students without helping students of other ability levels. Using a nationally representative survey conducted by the National Center for Education Statistics, (NCES) we reexamine the impact of tracking on high school student achievement through the estimation of a standard education production function. This approach allows us to control for the possibility that track is correlated with factors such as class size and teacher education. In addition, we address the possibility that there are unobserved student or school characteristics that affect both achievement and track placement. Our results indicate that abolishing tracking in America's schools would have a large positive impact on achievement for students currently in the lower tracks, but that this increase in achievement would come at the expense of students in upper-track classes.

College Football Games and Crime

Abstract: There is a great deal of anecdotal evidence that college football games can lead to aggressive and destructive behavior by fans. However, to date, no empirical study has attempted to document the magnitude of this phenomenon. We match daily data on offenses from the National Incident-Based Reporting System to 26 Division I-A college football programs to estimate the relationship between college football games and crime. Our results suggest that the host community registers sharp increases in assaults, vandalism, arrests for disorderly conduct, and arrests for alcohol-related offenses on game days. Upsets are associated with the largest increases in the number of expected offenses.

School District Leave Policies, Teacher Absenteeism, and Student Achievement

Abstract: In an effort to reduce salary costs, many school districts have begun to offer teachers financial incentives to retire early Often, however, these districts have limits on the number of cumulated unused sick leave days that teachers may receive cash payments, credits toward future health insurance, or retirement credits for, at retirement Thus, one might expect that in addition to stimulating early retirement, early retirement incentive programs may interact with sick leave provisions and provide an unintended incentive for increased teacher absenteeism To the extent that less learning occurs when regular teachers are absent and student motivation to attend school is also reduced, student academic performance may suffer This surely would be an unintended side effect of these policies To address these issues, this paper, which is based on an extensive data collection effort by the authors, presents an econometric analyses of variations in teacher and student absenteeism across the over 700 school districts in New York State in 1986-87 and of how such variations influence student test score performance

Estimation and Inference in Econometrics

Abstract: Offering a unifying theoretical perspective not readily available in any other text, this innovative guide to econometrics uses simple geometrical arguments to develop students' intuitive understanding of basic and advanced topics, emphasizing throughout the practical applications of modern theory and nonlinear techniques of estimation. One theme of the text is the use of artificial regressions for estimation, reference, and specification testing of nonlinear models, including diagnostic tests for parameter constancy, serial correlation, heteroscedasticity, and other types of mis-specification. Explaining how estimates can be obtained and tests can be carried out, the authors go beyond a mere algebraic description to one that can be easily translated into the commands of a standard econometric software package. Covering an unprecedented range of problems with a consistent emphasis on those that arise in applied work, this accessible and coherent guide to the most vital topics in econometrics today is indispensable for advanced students of econometrics and students of statistics interested in regression and related topics. It will also suit practising econometricians who want to update their skills. Flexibly designed to accommodate a variety of course levels, it offers both complete coverage of the basic material and separate chapters on areas of specialized interest.

Evolution and Rationality Some Recent Game-Theoretic Results. Identification and Estimation of Local Average Treatment Effects

Abstract: We investigate conditions sufficient for identification of average treatment effects using instrumental variables. First we show that the existence of valid instruments is not sufficient to identify any meaningful average treatment effect. We then establish that the combination of an instrument and a condition on the relation between the instrument and the participation status is sufficient for identification of a local average treatment effect for those who can be induced to change their participation status by changing the value of the instrument. Finally we derive the probability limit of the standard IV estimator under these conditions. It is seen to be a weighted average of local average treatment effects.

Assessing the Effects of School Resources on Student Performance: An Update

Abstract: The relationship between school resources and student achievement has been controversial, in large part because it calls into question a variety of traditional policy approaches. This article reviews the available educational production literature, updating previous summaries. The close to 400 studies of student achievement demonstrate that there is not a strong or consistent relationship between student performance and school resources, at least after variations in family inputs are taken into account. These results are also reconciled with meta-analytic approaches and with other investigations on how school resources affect labor market outcomes. Simple resource policies hold little hope for improving student outcomes.

Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis

Abstract: This paper uses rich new data on New York State teachers to: determine how much variation in the average attributes of teachers exists across schools, identify schools that have the least-qualified teachers, assess whether the distribution has changed over time, and determine how the distribution of teachers is impacted by attrition and transfer, as well as by the job matches between teachers and schools at the start of careers. Our results show striking differences in the qualifications of teachers across schools. Urban schools, in particular, have lesser-qualified teachers; and New York City stands out among urban areas. Low-income, low-achieving and non-white students, particularly those in urban areas, find themselves in classes with many of the least skilled teachers. Salary variation rarely compensates for the apparent difficulties of teaching in urban settings and, in some cases, contributes to the disparities.