Suchergebnisse

The Economic Benefits of New York City's Public School Reforms, 2002-2013 attempts to estimate the economic impact of school reforms implemented during the tenure of Mayor Michael Bloomberg. The report focuses on two types of effects: direct effects on the earnings of students graduating under the reforms (who might not otherwise have done so), and indirect effects of higher graduation rates and charter school availability on residential property values. The aggregate impact on earnings and property values is estimated to exceed $74 billion. While such estimates are always an exercise in some level of speculation, this report relies on highly inappropriate assumptions to reach its conclusions. Specifically, it attributes all gains in high school completion and college enrollment to the reforms, applies national statistics on earnings and college completion to the marginal graduate in NYC, and extrapolates cross-sectional associations between graduation rates and home prices at the zip code level as the causal effect of higher graduation rates. Without taking away from the real educational and economic gains that many students experienced during this period, this seriously flawed analysis should be taken by no one as a credible estimate of its economic impact.

The Manhattan Institute report, How Much Are Public School Teachers Paid?, uses hourly earnings from the 2005 National Compensation Survey (NCS) to contend that teachers are better paid than most white-collar professionals, including many in occupations commonly understood to be quite lucrative. The report relies on hourly earnings data in an attempt to provide an apples-to-apples comparison of pay for a standard unit of work. Unfortunately, this approach is fundamentally flawed because the NCS calculation of weeks and hours worked is very different for teachers and other professionals. In fact, the Bureau of Labor Statistics — which publishes the NCS — has explicitly warned its users not to use hourly rates of pay in this exact same context. It is unclear why the authors of this report have apparently have chosen to ignore that warning, but what remains is a measure of compensation that is of very little use in informing policy discussions of teacher pay.

AbstractParticipation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take‐up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic performance, attendance, and engagement. Others caution BIC has deleterious effects on child weight. We use the implementation of BIC in New York City (NYC) to estimate its impact on meals program participation, body mass index (BMI), achievement, and attendance. While we find large effects on participation, our findings provide no evidence of hoped‐for gains in academic performance, or of feared increases in obesity. The policy case for BIC will depend upon reductions in hunger and food insecurity for disadvantaged children, or its longer‐term effects.

AbstractSchool officials and policymakers have grown increasingly concerned about their ability to attract and retain talented teachers. A number of authors have shown that in recent years the brightest students—at least those with the highest verbal and math scores on standardized tests—are less likely to enter teaching. In addition, it is frequently claimed that the ability of schools to attract these top students has been steadily declining for years. There is, however, surprisingly little evidence measuring the extent to which this popular proposition is true. We have good reason to suspect that the quality of those entering teaching has fallen over time. Teaching has for years remained a predominately female profession; at the same time, the employment opportunities for talented women outside teaching have soared. In this paper, we combine data from five longitudinal surveys of high school graduates spanning the classes of 1957 to 1992 to examine how the propensity for talented women to enter teaching has changed over time. While the quality of the average new female teacher has fallen only slightly over this period, the likelihood that a female from the top of her high school class will eventually enter teaching has fallen dramatically. © 2004 by the Association for Public Policy Analysis and Management.