Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee

Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes. We find that the dual-credit advanced algebra course alters students’ subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in eleventh rather than twelfth grade. We see limited evidence of improvements in early math performance during college.     

How Local Economic Conditions Affect School Finances,Teacher Quality,and Student Achievement: Evidence from the Texas Shale Boom

Whether improved local economic conditions lead to better student outcomes is theoretically ambiguous and will depend on how schools use additional revenues and how students and teachers respond to rising private sector wages. The Texas boom in shale oil and gas drilling, with its large and localized effects on wages and the tax base, provides a unique opportunity to address this question that spans the areas of education, labor markets, and public finance. An empirical approach using variation in shale geology across school districts shows that the boom reduced test scores and student attendance, despite tripling the local tax base and creating a revenue windfall. Schools spent additional revenue on capital projects and debt service, but not on teachers. As the gap between teacher wages and private sector wages grew, so did teacher turnover and the percentage of inexperienced teachers, which helps explain the decline in student achievement. Changes in student composition did not account for the achievement decline but instead helped to moderate it. The findings illustrate the potential value of using revenue growth to retain teachers in times of rising private sector wages.     

Incentives,Selection, and Teacher Performance: Evidence from IMPACT

Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance‐based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This study presents novel evidence on this topic based on IMPACT, the controversial teacher‐evaluation system introduced in the District of Columbia Public Schools by then‐Chancellor Michelle Rhee. IMPACT implemented uniquely high‐powered incentives linked to multiple measures of teacher performance (i.e., several structured observational measures as well as test performance). We present regression‐discontinuity (RD) estimates that compare the retention and performance outcomes among low‐performing teachers whose ratings placed them near the threshold that implied a strong dismissal threat. We also compare outcomes among high‐performing teachers whose rating placed them near a threshold that implied an unusually large financial incentive. Our RD results indicate that dismissal threats increased the voluntary attrition of low‐performing teachers by 11 percentage points (i.e., more than 50 percent) and improved the performance of teachers who remained by 0.27 of a teacher‐level standard deviation. We also find evidence that financial incentives further improved the performance of high‐performing teachers (effect size = 0.24).     

Experimental Evidence on the Impacts of Need-Based Financial Aid: Longitudinal Assessment of the Wisconsin Scholars Grant

We conduct the first long-term experimental evaluation of a need-based financial aid program, the privately funded Wisconsin Scholars Grant. Over multiple cohorts, the program failed to increase degree completion and graduate school enrollment up to 10 years after matriculation. The program did reduce time-to-degree for some students and modestly increased the number of STEM degrees earned. The lack of robust effects raises important questions about the conditions necessary for financial aid to benefit students.     

Performance Standards and Employee Effort: Evidence From Teacher Absences

The 2001 No Child Left Behind Act (NCLB) increased accountability pressure in U.S. public schools by threatening to impose sanctions on Title‐1 schools that failed to make adequate yearly progress (AYP) in consecutive years. Difference‐in‐difference estimates of the effect of failing AYP in the first year of NCLB on teacher effort in the subsequent year suggest that on average, teacher absences in North Carolina fell by about 10 percent. The probability of being frequently absent similarly decreased. These reductions in teacher absences were driven by within‐teacher increases in effort and by teachers in the bottom half of the effectiveness distribution. On average, only a modest amount of the achievement gains attributable to the increased accountability pressure are explained by the corresponding decline in teacher absences.     

Local Labor Demand and Program Participation Dynamics: Evidence from New York SNAP Administrative Records

This study estimates the effect of local labor demand on the likelihood that Supplemental Nutrition Assistance Program (SNAP) beneficiaries are able to transition out of the program. Our data include SNAP administrative records from New York (2007 to 2012), linked at the person‐level to the 2010 Census, and linked at the county‐month‐level to industry‐specific labor market conditions. We find that local labor markets matter for the length of time spent on SNAP, but there is substantial heterogeneity in estimated effects across local industries. Using Bartik‐style instruments to isolate the effect of labor demand and controlling for the changing composition of entrants and program rules brought on by the Great Recession, we find that fluctuations in labor demand in industries with high shares of SNAP participants—especially food service and retail—change the likelihood of exiting the program. Notably, estimated industry effects vary across race and parental status, with black participants being most sensitive to changes in local labor market conditions and mothers benefiting less from growth in local labor demand than fathers and non‐parents. We confirm that our results are not driven by endogenous inter‐county mobility or New York City labor markets and are robust to multiple specifications.     

Curriculum Reform in The Common Core Era: Evaluating Elementary Math Textbooks Across Six U.S. States

Can a school or district improve student achievement simply by switching to a higher-quality textbook or curriculum? We conducted the first multi-textbook, multi-state effort to estimate textbook efficacy following widespread adoption of the Common Core State Standards (CCSS) and associated changes in the textbook market. Pooling textbook adoption and student test score data across six geographically and demographically diverse U.S. states, we found little evidence of differences in average achievement gains for schools using different math textbooks. We found some evidence of greater variation in achievement gains among schools using pre-CCSS editions, which may have been more varied in their content than post-CCSS editions because they were written for a broader set of standards. We also found greater variation among schools that had more exposure to a given text. However, these differences were small. Despite considerable interest and attention to textbooks as a low-cost, “silver bullet” intervention for improving student outcomes, we conclude that the adoption of a new textbook or set of curriculum materials, on its own, is unlikely to achieve this goal.     

The Effect of Medical Marijuana Laws on the Health and Labor Supply of Older Adults: Evidence from the Health and Retirement Study

Older adults are at elevated risk of reducing labor supply due to poor health, partly because of high rates of symptoms that may be alleviated by medical marijuana. Yet, surprisingly little is known about how this group responds to medical marijuana laws (MMLs). We quantify the effects of state medical marijuana laws on the health and labor supply of adults age 51 and older, focusing on the 55 percent with one or more medical conditions with symptoms that may respond to medical marijuana. We use longitudinal data from the Health and Retirement Study to estimate event study and differences‐in‐differences regression models. Three principle findings emerge from our analysis. First, active state medical marijuana laws lead to lower pain and better self‐assessed health among older adults. Second, state medical marijuana laws lead to increases in older adult labor supply, with effects concentrated on the intensive margin. Third, the effects of MMLs are largest among older adults with a health condition that would qualify for legal medical marijuana use under current state laws. Findings highlight the role of health policy in supporting work among older adults and the importance of including older adults in assessments of state medical marijuana laws.     

Let Them Eat Lunch: The Impact of Universal Free Meals on Student Performance

This paper investigates the impact of extending free school lunch to all students, regardless of income, on academic performance in New York City middle schools. Using a difference-in-differences design and unique longitudinal, student-level data, we derive credibly causal estimates of the impacts of “Universal Free Meals” (UFM) on test scores in English Language Arts (ELA) and mathematics, and participation in school lunch. We find UFM increases academic performance by as much as 0.083 standard deviations in math and 0.059 in ELA for non-poor students, with smaller, statistically significant effects of 0.032 and 0.027 standard deviations in math and ELA for poor students. Further, UFM increases participation in school lunch by roughly 11.0 percentage points for non-poor students and 5.4 percentage points for poor students. We then investigate the academic effects of school lunch participation per se, using UFM as an instrumental variable. Results indicate that increases in school lunch participation improve academic performance for both poor and non-poor students; an additional lunch every two weeks increases test scores by roughly 0.08 standard deviations in math and 0.07 standard deviations in ELA. Finally, we explore potential unintended consequences for student weight outcomes, finding no evidence that UFM increases the probability that students are obese or overweight. We also find no evidence of increases in average body mass index (BMI). Instead, we find some evidence that participation in school lunch improves weight outcomes for non-poor students. Results are robust to an array of alternative specifications and assumptions about the sample.     

Teacher Incentives and Student Achievement: Evidence from an Advancement Program

This paper examines the effects of a comprehensive performance pay program implemented in high‐need schools using administrative data from Louisiana. Exploiting the within‐student variation in the timing of implementation, we find a large and significant effect beginning with the second year of the program on math achievement. Similar but generally insignificant point estimates are observed in social studies. As for English Language Arts and science, there are no effects of the program. We provide evidence against changes in the composition of teacher workforce and postadoption student sorting as potential explanations for our results. We then show aggregate findings from a web‐survey that teachers may have altered their teaching practices following performance‐based compensation. Finally, under certain assumptions, we calculate the net present value of earnings impact to be close to a million dollars per school‐year for math.     

Incongruity in 360-Degree Feedback Ratings and Competing Managerial Values: Evidence from a Public Agency Setting

ABSTRACT

This study examined the sources, patterns, and implications of incongruence in 360-degree feedback ratings in public organizations using the Competing Values Framework for organizational effectiveness. Performance self-ratings from 68 high-performing, middle-level public sector managers, as well as parallel ratings provided by their supervisors, peers, and subordinates, were assembled and analyzed. Results indicated that rating incongruence existed across organizational roles and resulted from raters' unique role perspectives. Implications of incongruence in 360-degree feedback ratings with respect to developing effective systems for management development in public organizations are discussed in detail.     

Assessing OSHA Performance: New Evidence from the Construction Industry

The determinants of OSHA performance can be examined by breaking the regulatory process into three elements relating to enforcement, compliance behavior, and the adequacy of standards in addressing safety outcomes. This paper develops and applies this framework to the U.S. construction industry during the period 1987 to 1993. Enforcement activity among the firms in the sample was substantial, with firms facing a high probability of annual inspection. But, despite this significant enforcement effort, inspections have a modest effect on firm compliance with OSHA standards. Finally, the health and safety standards cited most frequently diverge from the major sources of fatalities and injuries on construction projects. These results suggest that historic enforcement policies toward construction make less sense as OSHA moves into its fourth decade of operation. More generally, the paper illustrates the problem of focusing enforcement resources on large, high‐profile companies even though they often are not the major source of regulatory problems in an established area of public policy intervention. © 2001 by the Association for Public Policy Analysis and Management.     

The impact of incumbency on turnout. Evidence from Italian municipalities

We analyse how the presence of an incumbent among candidates at an election affects electoral turnout. We use a rich data set which provides information on the results of Italian municipal elections over the period 1993–2011. We find that the impact of incumbency is heterogeneous across geographical areas: incumbency produces a positive effect on turnout in the South of Italy, whereas we find a negative and statistically significant effect in the North. We speculate that the north-south divergence is related to differences in social capital and in clientelistic relationships established by incumbent politicians. Our conjecture finds support when we look separately at municipalities in the lower and upper quartile of the social capital distribution and at municipalities with high or low densities of organised crime.     

How Organizational Learning Is Supported by Performance Management Systems: Evidence from a Longitudinal Case Study

Abstract

Performance management is meant to encourage organizational change by providing better and more relevant feedback to managers. But there is no denying the complexity of learning and change. How performance management helps this process goes beyond the simple availability of performance information. In this study, we examine the learning processes in a large Belgian public organization through interviews of managers, directors, and administrators. By using 4Is framework of organizational learning—from Intuitions to Interpretation to Integration to Institutionalization—we identify critical blocks and enablers of learning and change. Critical impediments include off-topic discussions of performance information, lack of opportunity to share and discuss management practices, and limited motivation to change entrenched processes of work. Performance management also provides reliable enablers of organizational learning, such as giving credibility-by-results to new management practices, focusing discussions on processes that lead to measurable results, the ability to follow new innovations closely as they are implemented, and the possibility of creating a learning culture supported by performance information. Finally, we discuss how perceived credibility of performance information is crucial to organizational learning and how it is reinforced by use and dialogue.     

Perceptions of Public and Private Performance: Evidence from a Survey Experiment

Media, politicians, and reform proponents frequently assert that public sector organizations are inefficient and burdened by administrative procedures. But are negative stereotypes of the public sector reflected in people's perceptions of public service provision? Given the methodological challenges of isolating the perception of publicness from other factors related to public organizations, little is known about whether public organizations have a negative image. The authors use a survey experimental design to isolate the effect of publicness on perceptions of the performance of hospitals. The results suggest that public sector organizations have a negative image on productivity‐related aspects of performance but not on normative aspects of performance. As this article is a randomized experiment, it provides strong evidence regarding the causal nature of the relationship between publicness and perceptions of performance. Implications for researchers aiming to understand these mechanisms and for public managers concerned about the image of their organization are discussed.     

Effects of Term Limits on Fiscal Performance: Evidence from Democratic Nations

Political reputation models featureforward-looking, rational voters whore-elect incumbents based on their estimateof an incumbent's ability level. Fiscalpolicy is one of the ways an incumbentestablishes a reputation and therebysignals this ability level to voters. Thereputation-building framework implies thatterm limits should affect fiscalperformance; a term-limited incumbentplaces less value on reputation-buildingthan an incumbent eligible for re-electiondoes. We examine differences in fiscalperformance in democratic countries underalternative executive term limit regimes. Our results generally agree with the priorfindings of Besley and Case (1995a) whoanalyzed gubernatorial term limits in theAmerican States. We provide new evidencethat the fiscal effects of term limitsdiffer under a two-term rule versus asingle-term rule.     

Institutional Differences and Local Government Performance: Evidence from Property Tax Assessment Quality

Abstract

This article examines the relationship between institutional differences embedded in local governance structures and government performance in the specific context of property assessment. In order to provide deeper insight into why certain governance structures perform better than others, we focus on the impact of nested levels of institutions—constitutional-level and substantive-level rules of governance—beyond the conventional perspective of the form of government. Based on panel data of cities and towns in New York State between 1993 and 2010, our analysis indicates that, among other institutional arrangements, municipalities employing the council–manager form with appointed assessors are most likely to achieve higher levels of assessment quality (uniformity) of the residential property. This indicates that having politically independent (more career-oriented), low-powered appointed governance structures rather than politically risk-averse (more voter-oriented), high-powered elected counterparts are more likely to be effective at reducing risk in tax equity issues, thus providing better financial performance.     

Performance Federalism and Local Democracy: Theory and Evidence from School Tax Referenda

Federal governments are increasingly employing empirical measures of lower‐level government performance to ensure that provincial and local jurisdictions pursue national policy goals. We call this burgeoning phenomenon “performance federalism” and argue that it can distort democratic accountability in lower‐level elections. We estimate the impact of a widely publicized federal indicator of local school district performance—one that we show does not allow voters to draw valid inferences about the quality of local educational institutions—on voter support for school tax levies in a U.S. state uniquely appropriate for this analysis. The results indicate that a signal of poor district performance increases the probability of levy failure, a substantively large and robust effect that disproportionately affects impoverished communities. The analysis employs a number of identification strategies and tests for multiple behavioral mechanisms to support the causal interpretation of these findings.     

绩效管理改革的效果:来自美国联邦政府的证据

从1993年的《政府绩效与结果法案》(GPRA)以及布什政府的项目评估定级工具(PART)已经建立了一种新的政府管理惯例,两者的目的均在于促进美国联邦政府绩效管理实务的发展。但从绩效信息的使用方面来看,两者所做出的努力都极其有限,即一旦考虑其它因素,机构雇员不论是否参与PART评审,是否参与GPRA的实施进程,他们几乎都没有影响到绩效信息的使用。本文采用顺序Probit回归模型,通过对美国联邦审计总署基于1996、2000、2003和2007年的数据进行调研,最终得出依赖于难以观测的官僚行为来实现的政府改革是具有局限性的以及在政府绩效改善的过程中绩效信息使用的重要性。对数据的深层分析还揭示了一系列影响绩效信息使用的组织因素,这包括领导对结果的承诺、监管者引导学习惯例、工作动机的性质、将测量与行动链接起来的能力、管理的自由裁量权以及利益相关者之间的政治冲突。