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Scott E. Carrell
Researcher at University of California, Davis
Publications - 69
Citations - 4441
Scott E. Carrell is an academic researcher from University of California, Davis. The author has contributed to research in topics: Peer group & Academic achievement. The author has an hindex of 28, co-authored 67 publications receiving 3858 citations. Previous affiliations of Scott E. Carrell include National Bureau of Economic Research & United States Air Force Academy.
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Does Your Cohort Matter? Measuring Peer Effects in College Achievement
TL;DR: In this article, the authors estimate peer effects in college achievement using a data set in which individuals are exogenously assigned to peer groups of about 30 students with whom they are required to spend the majority of their time interacting.
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From Natural Variation to Optimal Policy? The Importance of Endogenous Peer Group Formation
TL;DR: In this article, the authors take cohorts of entering freshmen at the United States Air Force Academy and assign half to peer groups designed to maximize the academic performance of the lowest ability students.
Posted Content
Sex and Science: How Professor Gender Perpetuates the Gender Gap
TL;DR: The role of professor gender has little impact on male students, but has a powerful effect on female students' performance in math and science classes, their likelihood of taking future mathematics and science courses, and the likelihood of graduating with a STEM degree.
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Sex and Science: How Professor Gender Perpetuates the Gender Gap
TL;DR: In this paper, Carrell et al. discuss the role of the professor gender gap in discrimination in higher education, and present a method to counter the bias of the teacher gender gap.
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Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors
Scott E. Carrell,James E. West +1 more
TL;DR: The authors compare metrics that capture three different notions of instructional quality and present evidence that professors who excel at promoting contemporaneous student achievement teach in ways that improve their student evaluations but harm the follow-on achievement of their students in more advanced classes.