Journal Articles

Displaying 1 - 90 of 164

Forthcoming

Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School. Jing Liu, Susanna Loeb. (Forthcoming). The Journal of Human Resources
Learning lessons from instruction: Descriptive results from an observational study of urban elementary mathematics classrooms. Heather C. Hill, Erica Litke, Kathleen Lynch. (Forthcoming). Teachers College Record

2019

Strengthening STEM Instruction in Schools: Learning from Research. Kathleen Lynch, Heather C. Hill, Kathryn Gonzalez, Cynthia Pollard. (2019). Policy Insights from the Behavioral and Brain Sciences, 6(2), 236–242
Using a Text-as-Data Approach to Understand Reform Processes: A Deep Exploration of School Improvement Strategies. Min Sun, Jing Liu, Junmeng Zhu, Zachary LeClair. (2019). Educational Evaluation and Policy Analysis
Unpacking the Drivers of Racial Disparities in School Suspension and Expulsion. Jayanti Owens, Sara S McLanahan. (2019). Social Forces
Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysis. Kathleen Lynch, Heather Hill, Kathryn Gonzalez, Cynthia Pollard. (2019). Educational Evaluation and Policy Analysis
Testing, Accountability, and School Improvement. Susanna Loeb, Erika Byun. (2019). The Annals of The American Academy of Political and Social Science, 683(1), 94-109
School Differences in Social–Emotional Learning Gains: Findings From the First Large-Scale Panel Survey of Students. Michael S. Christian, Heather Hough, Susanna Loeb, Robert H. Meyer, Andrew B. Rice, Martin R. West. (2019). Journal of Educational and Behavioral Statistics
Differing Views of Equity: How Prospective Educators Perceive Their Role in Closing Achievement Gaps. Emily Penner, Jane Rochmes, Jing Liu, Sabrina Solanki, Susanna Loeb. (2019). RSF: The Russell Sage Foundation Journal of the Social Sciences, 5(3), 103-127
Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies. Matthew Kraft. (2019). The Journal of Human Resources, 53(4), 1-36

2018

It’s too annoying: Who drops out of educational text messaging programs and why. Hans Fricke, Demetra Kalogrides, Susanna Loeb. (2018). Economics Letters, 173, 39-43
The Intersection of Health and Education to Address School Readiness of All Children. Jaime W. Peterson, Susanna Loeb, Lisa J. Chamberlain. (2018). Pediatrics, 142(5)
Taking Teacher Coaching To Scale: Can Personalized Training Become Standard Practice?. Matthew Kraft, David Blazar. (2018). Education Next, 18(4)
The Socialization Areas in Which European American and Chinese Immigrant Mothers Express Warmth and Control. Kathy Vu, Charissa Cheah, Nan Zhou, Christy Leung, Jin Li, Yoko Yamamoto. (2018). Parenting: Science and Practice, 18(4), 259-277
The Trafficking Continuum: Service Providers’ Perspectives on Vulnerability, Exploitation, and Trafficking. Corinne Schwarz, Daniel Alvord, Dorothy Daley, Megha Ramaswamy, Emily Rauscher, Hannah Britton. (2018). Affilia
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence. Matthew Kraft, David Blazar, Dylan Hogan. (2018). Review of Educational Research [Internet], 88(4), 547-588
Teacher Workforce Developments: Recent Changes in Academic Competiveness and Job Satisfaction of New Teachers. Susanna Loeb, Benjamin Master, Min Sun. (2018). Education Finance and Policy, 13(3), 310-332
The Emergence of Gender Differences in Biological Function: An Intragenerational Perspective. Margot Jackson, Susan E. Short. (2018). The Russell Sage Foundation Journal of the Social Sciences, 4(4), 98-119
Explaining Adolescents’ Affect: A Time-Use Study of Opportunities for Support and Autonomy across Interpersonal Contexts. Soojung Kim, Susan Holloway, Janine Bempechat, Jin Li. (2018). Journal of Child and Family Studies, 27(8), 2384–2393
From Learning Beliefs to Achievement Among Chinese Immigrant and European American Preschool Children. Jin Li, Yoko Yamamoto, Jamison Kinnane, Bree Shugarts, Clarence Ho. (2018). Child Development
Unequal Returns: Intragenerational Asset Accumulation Differs by Net Worth in Early Adulthood. William Elliott, Emily Rauscher, Ilsung Nam. (2018). Children and Youth Services Review, 85, 253-263
More than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text-Messages. Christopher Doss, Erin Fahle, Susanna Loeb, Ben York. (2018). The Journal of Human Resources
One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers. Ben York, Susanna Loeb, Christopher Doss. (2018). Journal of Human Resources, 53(4)

2017

We're Not Rich, But We're Definitely Not Poor: Young Children's Conceptions of Social Class. Emily Rauscher, Terri Friedline, Mahasweta Banerjee. (2017). Children and Youth Services Review, 83, 101-111
Virtual classrooms: How online college courses affect student success. Eric Bettinger, Lindsay Fox, Susanna Loeb, Eric Taylor. (2017). American Economic Review, 107(9), 2855-2875
‘They Will Go Like I Did’: How Parents Think about College for Their Young Children in the Context of Rising Costs. Terri Friedline, Emily Rauscher, Stacia West, Barbara Phipps, Nadzeya Kardash, Karin Chang, Meghan Ecker-Lyster. (2017). Children and Youth Services Review, 81, 340-349
Can Schools Enable Parents to Prevent Summer Learning Loss? A Text-Messaging Field Experiment to Promote Literacy Skills. Matthew Kraft, Manuel Monti-Nussbaum. (2017). The ANNALS of the American Academy of Political and Social Science
The Challenge of Teacher Retention in Urban Schools: Evidence of Variation from a Cross-Site Analysis. John Papay, Andrew Bacher-Hicks, Lindsay Page, William Marinell. (2017). Educational Researcher, 46(8), 434-448
The Sensitivity of Teacher Performance Ratings to the Design of Teacher Evaluation Systems. Matthew Steinberg, Matthew Kraft. (2017). Educational Researcher, 46(7), 378-396
Revisiting The Widget Effect: Teacher Evaluation Reforms and the Distribution of Teacher Effectiveness. Matthew Kraft, Allison Gilmour. (2017). Educational Researcher, 46(5), 234-249
Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement. Jason Grissom, Demetra Kalogrides, Susanna Loeb. (2017). American Educational Research Journal
Plastic and Immobile: Unequal Intergenerational Transmission by Genotype within Sibling Pairs. Emily Rauscher. (2017). Social Science Research, 65, 112-129
Assessing Principals' Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High-Stakes Environments. Jason A. Grissom, Susanna Loeb. (2017). Education Finance and Policy, 12(3), 369-395
Gauging Goodness of Fit: Teachers’ Assessments of their Instructional Teams in High-Poverty Schools. Megin Charner-Laird, Monica Ng, Susan Moore Johnson, Matthew Kraft, John Papay, Stefanie Reinhorn. (2017). American Journal of Education, 123(4), 553-584
Multi-faceted discipline strategies of Chinese parenting. Heidi Fung, Jin Li, Kwan Lam. (2017). International Journal of Behavioral Development, 41(4), 472-481
The Effects of Class Size in Online College Courses: Experimental Evidence. Eric Bettinger, Chris Doss, Susanna Loeb, Aaron Rogers, Eric Taylor. (2017). Economics of Education Review, 58, 68-85
Resource- and Approach-Driven Multi-Dimensional Change: Three-Year Effects of School Improvement Grants. Min Sun, Emily Penner, Susanna Loeb. (2017). American Educational Research Journal, 54(4), 607-643
Teacher and Teaching Effects on Students’ Attitudes and Behaviors. David Blazar, Matthew Kraft. (2017). Educational Evaluation and Policy Analysis, 39(1), 146-170
Teacher Churning: Reassignment Rates and Implications for Student Achievement. Allison Atteberry, Susanna Loeb, James Wyckoff. (2017). Educational Evaluation and Policy Analysis, 39(1), 3-30
Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues. Min Sun, Susanna Loeb, Jason Grissom. (2017). Education Evaluation and Policy Analysis
Effects of a summer mathematics intervention for low-income children: A randomized experiment. Kathleen Lynch, James S. Kim. (2017). Educational Evaluation and Policy Analysis, 39(1)
More than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers' Instruction. Benjamin Master, Susanna Loeb, James Wyckoff. (2017). Education Evaluation and Policy Analysis, 39(3), 429-44
Measuring the Impacts of Teachers: Reply to Rothstein. Raj Chetty, John Friedman, Jonah Rockoff. (2017). American Economic Review, 107(6), 1685-1717
Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence. Matthew Kraft, David Blazar. (2017). Educational Policy, 31(7), 1033-1068
Attention-deficit/hyperactivity disorder severity, diagnosis, & later academic achievement in a national sample. Jayanti Owens , Heide Jackson. (2017). Social Science Research, 61, 251-265

2016

Different Skills? Identifying Differentially Effective Teachers of English Language Learners. Benjamin Master, Susanna Loeb, Camille Whitney, James Wyckoff. (2016). The Elementary School Journal, 117(2)
Passing It On: Parent-to-Adult Child Financial Transfers for School and Socioeconomic Attainment. Emily Rauscher. (2016). RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(6), 172-196
School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. Matthew Kraft, William Marinell, Darrick Yee. (2016). American Educational Research Journal, 53(5), 1411-1499
The Myth of the Performance Plateau. John Papay, Matthew Kraft. (2016). Educational Leadership, 73(8), 36-42
An Integrated Conceptual Framework for the Development of Asian American Children and Youth. Jayanthi Mistry, Jin Li, Hirokazu Yoshikawa, Vivian Tseng, Jonathan Tirrell, Lisa Kiang, Rashmita Mistry, Yijie Wang. (2016). Child Development, 87(4), 1014–1032
Connections Matter: How Interactive Peers Affect Students in Online College Courses. Eric Bettinger, Jing Liu, Susanna Loeb. (2016). Journal of Policy Analysis and Management, 35(4), 763-791
The productivity costs of inefficient hiring practices: Evidence from late teacher hiring. John Papay, Matthew Kraft. (2016). Journal of Policy Analysis and Management, 35(4), 791-817
Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences. Matthew Kraft, Allison Gilmour. (2016). Educational Administration Quarterly, 52(5), 711-753
Humility in learning: A Confucian perspective. Jin Li. (2016). Journal of Moral Education, 1-19
Within- and Between-Sector Quality Differences in Early Childhood Education and Care. Daphna Bassok, Maria Fitzpatrick, Erica Greenberg, Susanna Loeb. (2016). Child Development, 87(5), 1627–1645
Using Lagged Outcomes to Evaluate Bias in Value-Added Models. Raj Chetty, John Friedman, Jonah Rockoff. (2016). American Economic Review, 106(5), 393-99
The State of Educational Improvement: The Legacy of ESEA Title I. Susan Moffitt. (2016). History of Education Quarterly, 56(2), 375-381
Educational goods and values: A framework for decision-makers. Harry Brighouse, Helen F. Ladd, Susanna Loeb, Adam Swift. (2016). Theory and Research in Education, 14(1), 25-Mar
Distributive decisions in education: Goals, trade-offs, and feasibility constraints. Ken Shores, Susanna Loeb. (2016). Theory and Research in Education, 14(1), 107-124
Promise and Paradox: Measuring Students’ Non-cognitive Skills and the Impact of Schooling. Martin West, Matthew Kraft, Amy Finn, Rebecca Martin, Angela Duckworth, Christopher Gabrieli, John Gabbriele. (2016). Educational Evaluational and Policy Analysis, 38(1), 148-170

2015

The State of Title I: Developing the Capability to Support Instructional Improvement. Susan Moffitt, David Cohen. (2015). The Russell Sage Foundation Journal of the Social Sciences, 1(3), 187-202
Exploring Mechanisms of Effective Teacher Coaching: A Tale of Two Cohorts From a Randomized Experiment. David Blazar, Matthew Kraft. (2015). Educational Evaluational and Policy Analysis, 37(4), 542–566
The Micropolitics of Educational Inequality: The Case of Teacher' Student Assignments. Jason A. Grissom, Demetra Kalogrides, Susanna Loeb. (2015). Peabody Journal of Education, 90(5), 601-614
The relationship between lifetime health trajectories and socioeconomic attainment in middle age. Dohoon Lee, Margot Jackson. (2015). Social Science Research, 54, 96-112
Understanding Chinese immigrant and European American mothers' expressions of warmth. Charissa Cheah, Jin Li, Nan Zhou, Yoko Yamamoto, Christy Leung. (2015). Developmental Psychology, 51(12), 1802-1811
Do First Impressions Matter? Predicting Early Career Teacher Effectiveness. Allison Atteberry, Susanna Loeb, James Wyckoff. (2015). AERA-Open
Educating Amidst Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-poverty, Urban Schools. Matthew Kraft, John Papay, Susan Moore Johnson, Megin Charmer-Laird, Monica Ng, Stefanie Reinhorn. (2015). Educational Administration Quarterly, 51(5), 753-790
Principal Time Management Skills: Explaining Patterns in Principals' Time Use, Job Stress, and Perceived Effectiveness. Jason Grissom, Susanna Loeb, Hajime Mitani. (2015). Journal of Educational Administration, 53(6), 773-793
The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Matthew Kraft, Todd Rogers. (2015). Economics of Education Review, 47, 49-63
Play or learn: European-American and Chinese kindergartners' perceptions about the conflict. Jin Li. (2015). British Journal of Educational Psychology, 86, 1-18