Conger, D., Long, M., 7 McGhee, R. (2023). Advanced Placement and Initial College Enrollment: Evidence from an Experiment. Education Finance and Policy, 18(1): 74-96.
Mabel, Z., Hurwitz, M., Pender, M., & White, B. (2023) The Effects of Delivering Personalized Course Recommendations at Scale on Advanced Placement Participation and Performance. Education Finance and Policy, 18(1): 52-73.
Modestino, A. & Paulsen, R. (2023) School’s Out: How Summer Youth Employment Programs Impact Academic Outcomes. Education Finance and Policy, 18(1): 97-126.
Pyne, J., Messner, E., & Dee, T. (2023) The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School. Education Finance and Policy, 18(1): 127-155.
Sohn, H., Park, H., & Jung, H. (2023) The Effect of Extra School Funding on Students’ Academic Achievements under a Centralized School Financing System. Education Finance and Policy, 18(1): 25-51.
Cuffe, H., Feld, J., & O’Grady, T. (2021). Returns to Teaching Repetition: The Effect of Short-term Teaching Experience on Student Outcomes. Education Finance and Policy, 16 (3): 363-387.
Fall 2022: Volume 17, Issue 4
Komisarow, S. (2022) Comprehensive Support and Student Success: Can Out of School Time Make a Difference? Education Finance and Policy, 17 (4): 579–607.
Hanushek, H., Light, J., Peterson, P., Talpey, L. & Woessmann, L. (2022) Long-run Trends in the U.S. SES—Achievement Gap. Education Finance and Policy, 17 (4): 608-640.
Costrell, R. (2022) Reforming Teacher Pension Plans: The Case of Kansas, the First Teacher Cash Balance Plan. Education Finance and Policy, 17 (4): 641-655.
Anderson, K., Cowen, J. & Strunk, K. (2022) The Impact of Teacher Labor Market Reforms on Student Achievement: Evidence from Michigan. Education Finance and Policy, 17 (4): 666–692.
Castro, J. & Esposito, B. (2022) The Effect of Bonuses on Teacher Retention and Student Learning in Rural Schools: A Story of Spillovers. Education Finance and Policy, 17 (4): 693-718
Meiselman A. & Schudde, L. (2022) The Impact of Corequisite Math on Community College Student Outcomes: Evidence from Texas. Education Finance and Policy, 17 (4): 719-744.
Summer 2022: Volume 17, Issue 3
Sartain, L. & Barrow, L. (2022) The Pathway to Enrolling in a High-Performance High School: Understanding Barriers to Access. Education Finance and Policy, 17 (3): 379-407.
Rucinski, M. & Goodman, J. (2022) Racial Diversity and Measuring Merit: Evidence from Boston’s Exam School Admissions. Education Finance and Policy, 17 (3): 408-431.
Zhengren, Z. (2022) Improving Graduation Rates in the 2-4 Pathway to BA Degrees. Education Finance and Policy, 17 (3): 432-453.
Kelchen, R. & Liu, Zhuoyao (2022) Did Gainful Employment Regulations Result in College and Program Closures? Education Finance and Policy, 17 (3): 454-478.
Kraft, M. & Bolves, A. (2022) Can Technology Transform Communication Between Schools, Teachers, and Parents? Evidence from a Randomized Field Trial. Education Finance and Policy, 17 (3): 479-501.
Lépine, A. (2022) Teacher Incentives and Student Performance: Evidence from Brazil. Education Finance and Policy, 17 (3): 541-563.
Spring 2022: Volume 17, Issue 2
Jones, T., Kreisman, D., Rubenstein, R., Searcy, C, & Bhatt, R. (2022). The Effects of Financial Aid Loss on Persistence and Graduation: A Multi-Dimensional Regression Discontinuity Approach. Education Finance and Policy, 17 (2): 206-231.
Grosz, M. & Hines, A. (2022). In-State Tuition Policies and the College Decisions of Undocumented Students: Evidence from Colorado. Education Finance and Policy, 17 (2): 232-254.
Sorensen, L., Bushway, S., & Gifford, E. (2022). Getting Tough? The Effects of Discretionary Principal Discipline on Student Outcomes. Education Finance and Policy, 17 (2): 255-284.
Liu, J., Loeb, S., & Shi, Y. (2022). More Than Shortages: The Unequal Distribution of Substitute Teaching. Education Finance and Policy, 17 (2): 285-308.
Laurito, A. (2022). The Effect of Home Country Natural Disasters on the Academic Outcomes of Immigrant Students in New York City. Education Finance and Policy, 17 (2): 309-334.
Card, D. & Solis, A. (2022). Measuring the Effect of Student Loans on College Persistence. Education Finance and Policy, 17 (2): 335-366.
Winter 2022: Volume 17, Issue 1
Nguyen-Hoang, P. & Zhang, P. (2022). Cap and Gap: The Fiscal Effects of Property Tax Levy Limits in New York. Education Finance and Policy, 17 (1): 1-26.
DiSalvo, R. (2022). An Examination of Test Score Trajectories Around School Switching Due to Grade Configuration. Education Finance and Policy, 17 (1): 27-52.
Minaya, V. & Scott-Clayton, J. (2022). Labor Market Trajectories for Community College Graduates: How Returns to Certificates and Associate’s Degrees Evolve Over Time. Education Finance and Policy, 17 (1): 53-80.
Ortagus, J. & Kramer II, D. (2022). The Impact of No-Loan Program Participation on the Likelihood of Graduate School Enrollment Among Low-Income, First-Generation Students. Education Finance and Policy, 17 (1): 81-104.
Smith, J., Howell, J., and Hurwitz, M. (2022). The Impact of College Outreach on High Schoolers’ College Choices: Results from Over One Thousand Natural Experiments. Education Finance and Policy, 17 (1): 105-128.
Adukia, A. (2022). Spillover Impacts on Education from Employment Guarantees. Education Finance and Policy, 17 (1): 129-159.
Kho, A., Zimmer, R., & McEachin, A. (2022). A Descriptive Analysis of Cream Skimming and Pushout in Choice versus Traditional Public Schools. Education Finance and Policy, 17 (1): 160-187.
Fall 2021: Volume 16, Issue 4
Dhuey, E., Lamontagne, J., & Zhang, T. (2021). Full-Day Kindergarten: Effects on Maternal Labor Supply. Education Finance and Policy, 16 (4): 533-557.
Schueler, B. & Rodriguez-Segura, D. (2021). Can Camp Get You Into a Better Secondary School? A Field Experiment of Targeted Instruction in Kenya. Education Finance and Policy, 16 (4): 609-633.
Thompson, P., Gunter, K., Schuna, Jr., J., & Tomayko, E. (2021). Are All Four-Day School Weeks Created Equal? A National Assessment of Four-Day School Week Policy Adoption and Implementation. Education Finance and Policy, 16 (4): 558-583.
Hill, A. & Jones, D. (2021). The Effect of School Closings on Teacher Labor Market Outcomes and Teacher Effectiveness. Education Finance and Policy, 16 (4): 584-608.
Bibler, A. (2021). Dual Language Education and Student Achievement. Education Finance and Policy, 16 (4): 634-658.
Anthony, A. & Page, L. (2021). How Big is the Ballpark? Assessing Variation in Grant Aid Awards Within Net Price Calculator Student Profiles. Education Finance and Policy, 16 (4): 716-726.
Atchison, D., Zeiser, K., Mohammed, S., Knight, D., & Levin, J. (2021). The Costs and Benefits of Early College High Schools. Education Finance and Policy, 16 (4): 659-689.
Long, M., Goldhaber, D., & Gratz, T. (2021). Washington’s College Bound Scholarship Program and Its Effect on College Entry, Persistence, and Completion. Education Finance and Policy, 16 (4): 690-715.
Summer 2021: Volume 16, Issue 3
Setren, E., Greenberg, K., Moore, O., & Yankovich, M. (2021). Effects of Flipped Classroom Instruction: Evidence from a Randomized Trial. Education Finance and Policy, 16 (3): 363-387.
Acton, R. (2021). Effects of Reduced Community College Tuition on College Choices and Degree Completion. Education Finance and Policy, 16 (3): 388-417.
Hwang, N. & Domina, T. (2021). Peer Disruption and Learning: Links between Suspensions and the Educational Achievement of Non-Suspended Students. Education Finance and Policy, 16 (3): 443-463.
Boatman, A. & Bennett, C. (2021). A Switch in Time: The Academic Effects of Shifting Math Remediation from College to High School. Education Finance and Policy, 16 (3): 464-492.
Joshi, S. & Barnes, S. (2021). Impact of a Low-Cost Postsecondary Enrollment Intervention: Evidence from Louisiana. Education Finance and Policy, 16 (3): 493-515.
Cuffe, H., Feld, J., & O’Grady, T. (2021). Returns to Teaching Repetition: The Effect of Short-term Teaching Experience on Student Outcomes. Education Finance and Policy, 16 (3): 363-387.
Spring 2021: Volume 16, Issue 2
Heissel, Jennifer A., Adam, Emma K., Doleac, Jennifer L., Figlio, David N., & Meer, Jonathan. (2021). Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing. Education Finance and Policy, 16(2).
Cortes, K., Fricke, H., Loeb, S., Song, D., & York, B. (2021). Too Little or Too Much? Actionable Advice in an Early-Childhood Test Messaging Experiment. Education Finance and Policy, 16(2).
Gurantz, O. (2021). How College Credit in High School Impacts Postsecondary Course-Taking: The Role of Advanced Placement Exams. Education Finance and Policy, 16(2).
Larsen, M. (2021). High Bars of Behind Bars? The Effect of Graduation Requirements on Arrest Rates. Education Finance and Policy, 16(2).
Phipps, A. & Wiseman, E. (2021). Enacting the Rubric: Teacher Improvements in Windows of High-Stakes Observations. Education Finance and Policy, 16(2).
Dee, Thomas S., James, Jessalynn, & Wyckoff, Jim. (2021). Is Effective Teacher Evaluation Sustainable? Evidence from District of Columbia Public Schools. Education Finance and Policy, 16(2).
Winter 2021: Volume 16, Issue 1
Egalite, A. J., & Mills, J. M. (2020). Competitive impacts of means-tested vouchers on public school performance: Evidence from Louisiana. Education Finance and Policy, 16(1).
Cullen, J. B., Koedel, C., & Parsons, E. (2020). The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality. Education Finance and Policy, 16(1).
Ward, J. & Ost, B. (2020) The Effect of Large-Scale Performance-Based Funding in Higher Education. Education Finance and Policy, 16(1).
Zhu, Q. & Zhang, L. (2020). Effects of a Double Major on Post-Baccalaureate Outcomes. Education Finance and Policy, 16(1).
Toutkoushian, R. & Raghav, M. (2020). Estimated Profit: A Look at the Excess Revenues of Private Four-Year Nonprofit Postsecondary Institutions. Education Finance and Policy, 16(1). (1).
Kim, D., Koedel, C., Kong, W., Ni, S., Podgursky, M., Wu, W. (2020). Pensions and Late-Career teacher Retention. Education Finance and Policy, 16(1).
Fall 2020: Volume 15, Issue 4
Foote, A., & Grosz, M. (2020). The effect of local labor market downturns on postsecondary enrollment and program choice. Education Finance and Policy, 15(4), 593-622.
Saastamolnen, A., & Kortelalnen, M. (2020). When does money stick in education? Evidence from a kinked grant rule. Education Finance and Policy, 15(4), 708-735.
Rothbart, M. W. (2020). Does school finance reform reduce the race gap in school funding?. Education Finance and Policy, 15(4), 675-707.
Figlio, D., & Özek, U. (2020). Cross-generational differences in educational outcomes in the second great wave of immigration. Education Finance and Policy, 15(4), 648-674.
Clark, M. A., & Isenberg, E. (2020). Do Teach For America corps members still improve student achievement? Evidence from a randomized control trial of Teach For America’s scale-up effort. Education Finance and Policy, 15(4), 736-760.
Bergman, P. (2020). Nudging technology use: Descriptive and experimental evidence from school information systems. Education Finance and Policy, 14(4), 623-647.
Summer 2020: Volume 15, Issue 3
Birdsall, C., Gershenson, S., & Zuniga, R. (2020). The effects of demographic mismatch in an elite professional school setting. Education Finance & Policy, 15(3), 457-486.
Sten-Gahmberg, S. (2020). Student heterogeneity and financial incentives in graduate education: Evidence from a student aid reform. Education Finance & Policy, 15(3), 543-580.
Kane, T. J., Blazar, D., Gehlbach, H., Greenberg, M., Quinn, D., & Thai, D. (2020). Can video technology improve teacher evaluations?: An experimental study. Education Finance & Policy, 15(3), 297-427.
Darolia, R., & Ritter, D. (2020). Strategic default among private student loan debtors: Evidence from bankruptcy reform. Education Finance & Policy, 15(3), 487-517.
Goodman, S., & Volz, A. H. (2020). Attendance spillovers between public and for-profit colleges: Evidence from statewide variation in appropriations for higher education. Education Finance & Policy, 15(3), 428-456.
Walsh, E., & Dotter, D. (2020). The impact of student achievement on replacing principals in District of Columbia public schools. Education Finance & Policy, 15(3), 518-542.
Spring 2020: Volume 15, Issue 2
Schueler, B. E. (2020). Making the most of school vacation: A field experiment of small group math instruction. Education Finance and Policy, 15(2), 310 – 331.
Bastian, K. C., & Fortner, C. K. (2020). Is less more?: Subject-area specialization and outcomes in elementary schools. Education Finance and Policy, 15(2), 357 – 382.
Black, S. E., Cortes, K. E., Lincove, J. A. (2020). Apply yourself: Racial and ethnic differences in college applications. Education Finance and Policy, 15(2), 209 – 240.
Henry, G. T., & Reding, C. (2020). The consequences of leaving school early: The effects of within-year and end-of-year teacher turnover. Education Finance and Policy, 15(2), 332-356.
Liu, V. Y. T. (2020). Is school out for summer?: The impact of year-round Pell grants on academic and employment outcomes of community college students. Education Finance and Policy, 15(2), 241-269.
Lara, B., & Shores, K. A. (2020). Identifying preferences for college access, income, and income inequality. Education Finance and Policy, 15(2), 270 – 291.
Majilla, T., & Rieger, M. (2020). Gray university degrees: Experimental evidence from India. Education Finance and Policy, 15(2), 292 – 309.
Winter 2020: Volume 15, Issue 1
Kreisman, D., & Stange, K. (2020). Vocational and career tech education in American high schools: The value of breadth over depth. Education Finance and Policy, 15(1).
Wu, D. 2020. Disentangling the effects of the school year from the school day: Evidence from the TIMSS assessments. Education Finance and Policy, 15(1).
Bonilla, S., & Dee, T. S. (2020). The effects of school reform under NCLB waivers: Evidence from focus schools in Kentucky. Education Finance and Policy, 15(1).
View the full issue. See the full article in Education Finance and Policy. Sign up here to receive future EFP Takeaways. Summary of:Erwin, C. P., & Binder, M. (2020). Does broad-based merit aid improve college completion? Evidence from New Mexico’s lottery scholarship. Education Finance and Policy, 15(1).
Hemelt, S. W., & Jacob, B. A. (2020). How does an accountability program that targets achievement gaps affect student performance? Education Finance and Policy, 15(1).
Bell, E., Wehde, W., & Stucky, M. (2020). Supplement or supplant? Estimating the impact of state lottery earmarks on higher education funding. Education Finance and Policy, 15(1).
Fall 2019: Volume 14, Issue 4
Andrietti, Vincenzo, & Su, Xuejuan (2019). The impact of schooling on student learning: Evidence from a quasi-experiment. Education Finance and Policy, 14(4), 679-701.
Bastian, Kevin C. (2019). A degree above? The value-added estimates and evaluation ratings of teachers with a graduate degree. Education Finance and Policy, 14(4), 642 – 678.
Rosinger, Kelly. O. (2019). Can simplifying financial aid offers impact college enrollment and borrowing? Experimental and quasi-experimental evidence. Education Finance and Policy, 14(4), 601 – 626.
Ringo, Daniel. (2019). Parental credit constraints and college attendance. Education Finance and Policy, 14(4), 548 – 571.
Marcotte, Dave E. (2019). The returns to education at community colleges: New evidence from the Education Longitudinal Survey. Education Finance and Policy, 14(4), 523 – 547.
Conzelmann, Jonathan. G., Lacy, T. Austin, & Smith, Nichole D. (2019). Another day another dollar metric? An event history analysis of student loan repayment. Education Finance and Policy, 14(4), 627 – 651.
Page, Lindsay C., Iriti, Jennifer E., Lowry, Danielle J., & Anthony, Aaron M. (2019). The promise of place-based investment in post-secondary access and success: Investigating the impact of Pittsburgh promise. Education Finance and Policy, 14(4), 572 – 600.
