25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

Multiple Imputation for Nonresponse in Surveys

/pdf/the-theory-of-industrial-organization-19bejph0ej.pdf

The Theory of Industrial Organization

Organization for Economic Cooperation and Development (OECD)

Acknowledgments vii Preface xiii Chapter 1. Educational Attainment: Overall Trends, Disparities, and the Public Universities We Study 1 Chapter 2. Bachelor's Degree Attainment on a National Level 20 Chapter 3. Finishing College at Public Universities 32 Chapter 4. Fields of Study, Time-to-Degree, and College Grades 57 Chapter 5. High Schools and "Undermatching" 87 Chapter 6. Test Scores and High School Grades as Predictors 112 Chapter 7. Transfer Students and the Path from Two-Year to Four-Year Colleges 134 Chapter 8. Financial Aid and Pricing on a National Level 149 Chapter 9. Financial Aid at Public Universities 166 Chapter 10. Institutional Selectivity and Institutional Effects 192 Chapter 11. Target Populations 207 Chapter 12. Looking Ahead 223 Appendix A. The Modern Evolution of America's Flagship Universities by Eugene M. Tobin 239 Notes 265 List of Figures 337 List of Tables 347 List of Appendix Tables 349 References 357 Index 377

Crossing the Finish Line:: Completing College at America’s Public Universities (Association for Institutional Research, May 30, 2010)

The No Child Left Behind (NCLB) Act compelled states to design school accountability systems based on annual student assessments. The effect of this federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state-level panel data on student test scores from the National Assessment of Educational Progress (NAEP). The impact of NCLB is identified using a comparative interrupted time series analysis that relies on comparisons of the test-score changes across states that already had school accountability policies in place prior to NCLB and those that did not. Our results indicate that NCLB generated statistically significant increases in the average math performance of fourth graders (effect size 5 0.23 by 2007) as well as improvements at the lower and top percentiles. There is also evidence of improvements in eighth-grade math achievement, particularly among traditionally low-achieving groups and at the lower percentiles. However, we find no evidence that NCLB increased fourth-grade reading achievement. © 2011 by the Association for Public Policy Analysis and Management.

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The Impact of No Child Left Behind on Student Achievement.

Under the Florida A+ Accountability Program, Floridas schools are graded based on student performance on the Florida Comprehensive Assessment Test. Previously, when schools would earn their second failing grade within four years, students assigned to these schools were offered school vouche rs which parents and guardians could use to transfer students to a private or another traditional public school. In January of 2006 the Florida Supreme Court declared that private school voucher component of the Florida A+ Accountability Program was uncons titutional, eliminating the threat of having these students and funds leaving to attend private schools. This exogenous shock allows us to test whether private voucher threats and the funding tied to these students led to increases in student achievement. We find no evidence that the private school voucher threats drive academic improvement beyond what is seen in schools when this private school voucher threat is removed.

Stigma Without Sanctions: The (Lack of) Impact of Private School Vouchers on Student Achievement

Leading research shows the importance of non-cognitive skills for educational attainment, but advances in this research have been slowed by a common data limitation: most datasets do not contain explicit measures of non-cognitive skills. We examine a new proxy for non-cognitive skills, survey item response rates. Using a detailed national survey of American adolescents, we find that the percentage of questions left unanswered is a significant predictor of educational attainment. The fewer questions left unanswered, the higher the likelihood overall that respondents will enroll in college. We replicate our analysis using a more rudimentary dataset, of the kind typically used in program evaluations, and again find that item response rates are predictive of educational attainment. We posit that survey item response rates capture conscientiousness, a personality trait that is not explicitly measured in most surveys. Thus item response rates provide a convenient measure of non-cognitive skills. We also examine another proxy for non-cognitive skills, results on a coding speed test. Coding speed is also predictive of educational attainment, independent of cognitive ability. Our results suggest coding speed also captures conscientiousness, albeit different facets of conscientiousness than item response rates. We conclude that coding speed and item response rates can both be used to measure the impact of public policy on important non-cognitive skills.

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Don't Know? Or Don't Care? Predicting Educational Attainment Using Survey Item Response Rates and Coding Speed Tests as Measures of Conscientiousness

Legislators in Arkansas have proposed a bill to increase educational choice through an Education Savings Account (ESA) program available to every child across the state. While many studies on the financial impact of existing ESA, voucher, and scholarship programs in the United States have found overall benefits to the state and individual districts, it may not be the case for a universally-accessible ESA since most existing programs are targeted to students based on need. A universal ESA would make ESAs available to all K-12 students in the state, so the fiscal impact is expected to be less beneficial than a targeted voucher or scholarship program.We use the Arkansas state funding formula to estimate the net impact of the proposed ESA program on the state budget overall. We also use the state education expenditure report in order to estimate the impact on each public school district in the state. Using our most defensible set of assumptions, we find that a universally-accessible ESA would result in small financial benefits to the state overall and to about half of the individual public school districts. Specifically, we estimate the program to result in around $2.8 million in financial benefits to the state in the first year. Additionally, we find that 50.6 percent of districts would financially benefit, while 55.5 percent of individual student transfers would result in financial benefits to their local school districts.

/pdf/state-and-district-fiscal-effects-of-a-universal-education-2rad13w5ql.pdf

State and District Fiscal Effects of a Universal Education Savings Account Program in Arkansas

https://onlinelibrary.wiley.com/doi/pdf/10.1002/CL2.166

PROTOCOL: Merit Pay Programs for Improving Teacher Retention, Teacher Satisfaction, and Student Achievement in Primary and Secondary Education: A Systematic Review

After recent experimental evidence suggesting that private school students using the Louisiana Scholarship Program (LSP) performed worse than their public school peers in math, some legislators dis...

Julie R. Trivitt

Papers

Stigma Without Sanctions: The (Lack of) Impact of Private School Vouchers on Student Achievement

Don't Know? Or Don't Care? Predicting Educational Attainment Using Survey Item Response Rates and Coding Speed Tests as Measures of Conscientiousness

State and District Fiscal Effects of a Universal Education Savings Account Program in Arkansas

PROTOCOL: Merit Pay Programs for Improving Teacher Retention, Teacher Satisfaction, and Student Achievement in Primary and Secondary Education: A Systematic Review

Dollars and Sense: Calculating the Fiscal Effects of the Louisiana Scholarship Program