Note from the Editors. Stephanie Cellini and Randall Reback
Articles
Can Video Technology Improve Teacher Evaluations? An Experimental Study. Thomas J. Kane, David Blazar, Hunter Gehlbach, Miriam Greenberg, David M. Quinn, and Daniel Thal
Attendance Spillovers between Public and For-Profit Colleges: Evidence from Statewide Variation in Appropriations for Higher Education. Sarena Goodman and Alice Henriques Volz
The Effects of Demographic Mismatch in an Elite Professional School Setting. Chris Birdsall, Seth Gershenson, and Raymond Zuniga
Strategic Default Among Private Student Loan Debtors: Evidence from Bankruptcy Reform. Rajeev Darolia and Dubravka Ritter
The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools. Elias Walsh and Dallas Dotter
Student Heterogeneity and Financial Incentives in Graduate Education: Evidence from a Student Aid Reform. Susanna Sten-Gahmberg
Policy Brief
Making the Most of Student Teaching: The Importance of Mentors and Scope for Change. Dan Goldhaber, John Krieg, Natsumi Naito, and Roddy Theobald
About
As a dynamic organization, AEFP needs to tackle the important education finance issues of the day. They are not solely about funding mechanisms and alternative approaches to taxation. Teachers' decisions about where to teach and how to teach strongly affect the cost of education. Moreover, both federal and state policies now link governance and instructional practices directly to finance. Key education finance policymakers also are key policymakers for personnel policies, governance policies, and curricular and instructional policies. Our journal has reflected this link between finance and policy since its inception.
Featured Policy Talks - AEFP 44th Annual Conference
Why should I come to AEFP?
I love education research, but I work in policy and/or practice. Why should I come to AEFP?
AEFP Meetings Code of Conduct
The Association for Education Finance and Policy (AEFP) mission statement holds that the organization’s purpose is to understand the “means by which resources are generated, distributed and used to enhance human learning,” and that this endeavor is supported by “responsible public and professional deliberation and debate.”
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Institutional Members
- Education Research Alliance for New Orleans - Tulane University
- Edunomics Lab – Georgetown University
- Gates Foundation
- George Washington University's Trachtenberg School of Public Policy & Public Administration
- Lincoln Institute of Land Policy
- National Center for Research on Education Access and Choice (REACH)
- Picus Odden and Associates
- RAND Corporation