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"Kane, Thomas"
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School choice, school quality, and postsecondary attainment
We study the impact of a public school choice lottery in Charlotte-Mecklenburg schools on college enrollment and degree completion. We find a significant overall increase in college attainment among lottery winners who attend their first-choice school. Using rich administrative data on peers, teachers, course offerings, and other inputs, we show that the impacts of choice are strongly predicted by gains on several measures of school quality. Gains in attainment are concentrated among girls. Girls respond to attending a better school with higher grades and increases in college-preparatory course taking, while boys do not.
Journal Article
Calibrating Ground-Based Radars against TRMM and GPM
Calibration error represents a significant source of uncertainty in quantitative applications of ground-based radar (GR) reflectivity data. Correcting it requires knowledge of the true reflectivity at well-defined locations and times during a volume scan. Previous work has demonstrated that observations from certain spaceborne radar (SR) platforms may be suitable for this purpose. Specifically, the Ku-band precipitation radars on board the Tropical Rainfall Measuring Mission (TRMM) satellite and its successor, the Global Precipitation Measurement (GPM) mission Core Observatory satellite together provide nearly two decades of well-calibrated reflectivity measurements over low-latitude regions (±35°). However, when comparing SR and GR reflectivities, great care must be taken to account for differences in instrument sensitivity and frequency, and to ensure that the observations are spatially and temporally coincident. Here, a volume-matching method, developed as part of the ground validation network for GPM, is adapted and used to quantify historical calibration errors for three S-band radars in the vicinity of Sydney, Australia. Volume-matched GR–SR sample pairs are identified over a 7-yr period and carefully filtered to isolate reflectivity differences associated with GR calibration error. These are then used in combination with radar engineering work records to derive a piecewise-constant time series of calibration error for each site. The efficacy of this approach is verified through comparisons between GR reflectivities in regions of overlapping coverage, with improved agreement when the estimated errors are removed.
Journal Article
Understanding contemporary strategy
\"This textbook provides a comprehensive introduction to modern strategy, covering the context, theory and practice of military strategy in all its different forms. Covering all the main issues in the field, the book explores the major themes through a combination of classical and modern strategic theory, history and current practice. It is split into three main sections: The first provides the context for contemporary strategy, and includes discussions of the human, technological, intelligence, ethical and grand-strategic dimensions. The second part explores the theory and practice of strategy in different geographical domains, including land, sea, air, space, and cyberspace. The final part engages with three of the most challenging forms of strategy in the contemporary era: nuclear weapons, terrorism, and insurgency. This updated second edition brings the book up to date by including discussions of the rise and fall of ISIS; the emergence of robotics and artificial intelligence; major events in space and cyberspace; and the growing profile of nuclear weapons. Each chapter presents the reader with a succinct summary of the topic, provides a challenging analysis of current issues, and finishes with key points, questions for discussion, and further reading. This book will be essential reading for upper-level students of strategic studies, war studies, military history and international security.\"-- Provided by publisher.
Book
ACCOUNTABILITY AND FLEXIBILITY IN PUBLIC SCHOOLS: EVIDENCE FROM BOSTON'S CHARTERS AND PILOTS
We use student assignment lotteries to estimate the effect of charter school attendance on student achievement in Boston. We also evaluate a related alternative, Boston's pilot schools. Pilot schools have some of the independence of charter schools but are in the Boston Public School district and are covered by some collective bargaining provisions. Lottery estimates show large and significant score gains for charter students in middle and high school. In contrast, lottery estimates for pilot school students are mostly small and insignificant, with some significant negative effects. Charter schools with binding assignment lotteries appear to generate larger gains than other charters.
Journal Article
Evaluating the impact of the D.C. Tuition Assistance Grant program
The D.C. Tuition Assistance Grant program dramatically changed college prices for District of Columbia residents, allowing them to pay in-state tuition at public institutions around the country. Between 1998 and 2000, the number of D.C. residents attending public institutions in Virginia and Maryland more than doubled; when public institutions in other states were added, this number again nearly doubled. The impact was largest at nonselective public four-year colleges, particularly predominantly black institutions. The total number of financial aid applicants, Pell Grant recipients, and college entrants from D.C. also increased by 15 percent or more.
Journal Article
Identifying Effective Classroom Practices Using Student Achievement Data
Research continues to find large differences in student achievement gains across teachers' classrooms. The variability in teacher effectiveness raises the stakes on identifying effective teachers and teaching practices. This paper combines data from classroom observations of teaching practices and measures of teachers' ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.
Journal Article
Can You Recognize an Effective Teacher When You Recruit One?
Research on the relationship between teacher characteristics and teacher effectiveness has been underway for over a century, yet little progress has been made in linking teacher quality with factors observable at the time of hire. To extend this literature, we administered an in-depth survey to new math teachers in New York City and collected information on a number of nontraditional predictors of effectiveness, including teaching-specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available teacher selection instrument. We find that only a few of these predictors have statistically significant relationships with student and teacher outcomes. However, the individual variables load onto two factors, which measure what one might describe as teachers' cognitive and noncognitive skills. We find that both factors have a moderately large and statistically significant relationship with student and teacher outcomes, particularly with student test scores.
Journal Article
Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools
We examine how employers learn about worker productivity in a randomized pilot experiment which provided objective estimates of teacher performance to school principals. We test several hypotheses that support a simple Bayesian learning model with imperfect information. First, the correlation between performance estimates and prior beliefs rises with more precise objective estimates and more precise subjective priors. Second, new information exerts greater influence on posterior beliefs when it is more precise and when priors are less precise. Employer learning affects job separation and productivity in schools, increasing turnover for teachers with low performance estimates and producing small test score improvements.
Journal Article