Amherst College

About: Amherst College is a education organization based out in Amherst Center, Massachusetts, United States. It is known for research contribution in the topics: Population & Microbotryum. The organization has 1746 authors who have published 3302 publications receiving 109466 citations. The organization is also known as: Amherst.

Teachers, Schools, and Academic Achievement

Abstract: Considerable controversy surrounds the impact of schools and teachers on the achievement of students. This paper disentangles the separate factors influencing achievement with special attention given to the role of teacher differences and other aspects of schools. Unique matched panel data from the Harvard/UTD Texas Schools Project permit distinguishing between total effects and the impact of specific, measured components of teachers and schools. While schools are seen to have powerful effects on achievement differences, these effects appear to derive most importantly from variations in teacher quality. A lower bound suggests that variations in teacher quality account for at least 7« percent of the total variation in student achievement, and there are reasons to believe that the true percentage is considerably larger. The subsequent analysis estimates educational production functions based on models of achievement growth with individual fixed effects. It identifies a few systematic factors a negative impact of initial years of teaching and a positive effect of smaller class sizes for low income children in earlier grades but these effects are very small relative to the effects of overall teacher quality differences.

Optimization by simulated annealing: an experimental evaluation. Part I, graph partitioning

Abstract: In this and two companion papers, we report on an extended empirical study of the simulated annealing approach to combinatorial optimization proposed by S. Kirkpatrick et al. That study investigated how best to adapt simulated annealing to particular problems and compared its performance to that of more traditional algorithms. This paper (Part I) discusses annealing and our parameterized generic implementation of it, describes how we adapted this generic algorithm to the graph partitioning problem, and reports how well it compared to standard algorithms like the Kernighan-Lin algorithm. (For sparse random graphs, it tended to outperform Kernighan-Lin as the number of vertices become large, even when its much greater running time was taken into account. It did not perform nearly so well, however, on graphs generated with a built-in geometric structure.) We also discuss how we went about optimizing our implementation, and describe the effects of changing the various annealing parameters or varying the basic...

Mirror symmetry and algebraic geometry

Abstract: Introduction The quintic threefold Toric geometry Mirror symmetry constructions Hodge theory and Yukawa couplings Moduli spaces Gromov-Witten invariants Quantum cohomology Localization Quantum differential equations The mirror theorem Conclusion Singular varieties Physical theories Bibliography Index.

Why Public Schools Lose Teachers

Abstract: 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.

Does Peer Ability Affect Student Achievement

Abstract: Empirical analysis of peer effects on student achievement has been open to question because of the difficulties of separating peer effects from other confounding influences. While most econometric attention has been directed at issues of simultaneous determination of peer interactions, we argue that issues of omitted and mismeasured variables are likely to be more important. We control for the most important determinants of achievement that will confound peer estimates by removing student and school-by-grade fixed effects in addition to observable family and school characteristics. The analysis also addresses the reciprocal nature of peer interactions and the interpretation of estimates based upon models using past achievement as the measure of peer group quality. The results indicate that peer achievement has a positive effect on achievement growth. Moreover, students throughout the school test score distribution appear to benefit from higher achieving schoolmates. On the other hand, the variance in achievement appears to have no systematic effect. Copyright © 2003 John Wiley & Sons, Ltd.