Charter Schools and Labor Market Outcomes

Dobbie, Will; Fryer, Roland G.

doi:10.3386/w22502

Cited by 25 publications

(14 citation statements)

References 28 publications

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“…In settings as distinctive as India, Kenya, and the United States, teacher certification, tenure, and the type of contract do not seem to make a difference in children's learning. 89 Evaluations (typically involving randomized controlled trials) confirm that numerous interventions besides teacher quality are correlated with improvements in test scores. The gains have been achieved across diverse educational levels, class sizes, income groups, and settings, including urban and 36 months.…”

Section: Conditional Cash Transfersmentioning

confidence: 99%

Poverty and Shared Prosperity 2016: Taking on Inequality

Cuesta¹,

Negre²

2016

237

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Section: Conditional Cash Transfersmentioning

confidence: 99%

Poverty and Shared Prosperity 2016: Taking on Inequality

Cuesta¹,

Negre²

2016

237

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“…We discuss possible explanations for such differences in Section V.4. 3 In a recent working paper Dobbie and Fryer (2016) examine the relationship between charter school impacts on test scores, high school graduation, and earnings. estimates parental preferences for school impacts on fertility, crime, and labor market outcomes.…”

Section: Introductionmentioning

confidence: 99%

What is a Good School, and Can Parents Tell? Evidence on the Multidimensionality of School Output

Beuermann

Jackson²,

Navarro-Sola³

et al. 2018

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. work is licensed under a Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license. AbstractIs a school's impact on high-stakes test scores a good measure of its overall impact on students? Do parents value school impacts on high-stakes tests, longer-run outcomes, or both? To answer the first question, we apply quasi-experimental methods to data from Trinidad and Tobago and estimate the causal impacts of individual schools on several outcomes. Schools' impacts on highstakes tests are weakly related to impacts on low-stakes tests, dropout, crime, teen motherhood, and formal labor market participation. To answer the second question, we link estimated school impacts to parents' ranked lists of schools and employ discrete choice models to estimate parental preferences. Parents value schools that causally improve high-stakes test scores conditional on average outcomes, proximity, and peer quality. Consistent with parents valuing the multidimensional output of schools, parents of high-achieving girls prefer schools that increase formal labor market participation, and parents of high-achieving boys prefer schools that reduce crime.

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“…Schools in these areas often record low standardized test scores, high truancy rates, and high dropout rates (Abdulkadiroglu et al, 2016). Although this literature has found mixed evidence on the effects of charter attendance on academic and labour market outcomes (see, e.g., Dobbie and Fryer, 2016), positive effects appear concentrated in urban centres and at schools practicing the "No Excuses" model, which stresses behavioural norms and work ethic (Abdulkadiroglu et al, 2011;Dobbie and Fryer, 2011;Angrist et al, 2016;Fryer, 2015 and2016). Benefits from charter attendance tend to accrue to less-privileged students (e.g., Gleason et al, 2010), and they appear larger in math than in reading test scores (see, e.g., Hoxby et al, 2009;Gleason et al, 2010;Angrist et al, 2010;and Fryer, 2014).…”

Section: School Autonomymentioning

confidence: 99%

Autonomous Schools and Strategic Pupil Exclusion

Machin

Sandi

2019

The Economic Journal

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This paper studies whether pupil performance gains achieved by autonomous schools -specifically academy schools in England -can be attributed to the strategic exclusion of poorly performing pupils. In England there have been two phases of academy school introduction, the first in the 2000s being a school improvement programme for schools serving disadvantaged pupil populations, the second a mass academisation programme in the 2010s which by contrast enabled better performing schools to become academies. Overall, on average across both programmes, exclusion rates are higher in academy schools. When the two programmes are considered separately, the earlier programme featured a much higher increase in the incidence of permanent exclusion. However, a number of simulated counterfactual experiments based on the statistical estimates show that rather than being used as a strategic means of manipulation to boost measured school performance, the higher rate of exclusion is instead a feature of the rigorously enforced discipline procedures that the pre-2010 academies adopted.

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Charter Schools and Labor Market Outcomes

Cited by 25 publications

References 28 publications

Poverty and Shared Prosperity 2016: Taking on Inequality

Poverty and Shared Prosperity 2016: Taking on Inequality

What is a Good School, and Can Parents Tell? Evidence on the Multidimensionality of School Output

Autonomous Schools and Strategic Pupil Exclusion

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