Using student survey data from six U.S. school districts, we estimate how assignment to a demographically similar teacher affects student reports of personal effort, happiness in class, feeling cared for and motivated by their teacher, the quality of student-teacher communication, and college aspirations. Relying on a classroom fixed-effects…

Many US education reform efforts focus on student performance in large, urban school districts. The National Assessment of Educational Progress's Trial Urban District Assessment (TUDA) program provides data on student achievement in these districts, but differences in student characteristics complicate comparisons of district performance. I use…

Teacher value-added models (VAMs) must isolate teachers' contributions to student achievement to be valid. Well-known VAMs use different specifications, however, leaving policymakers with little clear guidance for constructing a valid model. We examine the sensitivity of teacher value-added estimates under different models based on whether they…

A major debate among education reformers over how best to reduce the achievement gap broke out during the 2008 presidential campaign. Most advocates on both sides backed Barack Obama, but they urged him to pursue different policies. The Education Equality Project (EEP) supported a continuation of accountability and other school-focused reforms.…

A major debate among education reformers over how best to reduce the achievement gap broke out during the 2008 presidential campaign. Most advocates on both sides backed Barack Obama, but they urged him to pursue different policies. The Education Equality Project (EEP) supported a continuation of accountability and other school-focused reforms.…