Preferences and Heterogeneous Treatment Effects in a Public School Choice Lottery

By Justine S. Hastings, Thomas J. Kane, Douglas O. Staiger. 2006

139 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5eaff7c4cfb1d406439ff5fa895926d4c3e37ee8

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Citations in the corpus

Market Signals: Evidence on the Determinants and Consequences of School Choice From a Citywide Lottery (2016, background): “See Cullen, Jacob, and Levitt (2006); Hastings, Kane, and Staiger (2006); and Deming, Hastings, Kane, and Staiger (2014) for work in this area.”
Teacher Incentives and Student Achievement: Evidence from New York City Public Schools (2011, background): “I find no evidence that teacher incentives increase student performance, attendance, or graduation, nor do I find evidence that these incentives change student or teacher behavior.”
School Admissions Reform in Chicago and England: Comparing Mechanisms by Their Vulnerability to Manipulation. NBER Working Paper No. 16783. (2011, unknown): “For example, Hastings, Kane, and Staiger (2006) utilize preference data from Charlotte-Mecklenburg, which uses the Boston mechanism, to estimate preferences for school characteristics and examine implications for the local educational market.”
Student Demographics, Teacher Sorting, and Teacher Quality: Evidence from the End of School Desegregation (2009, unknown): “3 Other researchers have used this policy change in CM as a way to study the effects of school choice on student outcomes [Hastings, Kane and Staiger (2006); Hastings and Weinstein (2007); Hastings, Van Weelden and Weinstein (2007)] and to study the relationship between school characteristics and…”
Selective Schools and Academic Achievement (2007, background): “Hastings et al. (2006) found some evidence for this explanation among elementary school students in the Charlotte-Mecklenburg Schools in North Carolina. five (at age 10 or 11).10 At its simplest, this involved all students in a district taking a test (the “Eleven plus”) with the grammar places…”
Information, School Choice, and Academic Achievement: Evidence from Two Experiments. NBER Working Paper No. 13623. (2007, methodology): “35 From author’s calculations using predicted test score gains from results in Table X, row 2 of Hastings, Kane, and Staiger (2007) for the upper quartile of the preference-for-test-scores in the sample used for the lottery analysis.”
SCHOOL CHOICE AND EQUITY: CURRENT POLICIES IN OECD COUNTRIES AND A LITERATURE REVIEW (2012, background): “The main issue is that it is very difficult to entice parents to exercise choice: Henig‟s study of student transfer to magnet schools (1996) in Montgomery County (United States) suggests that the range of diversity in academic emphases and teaching styles that are available is insufficient to motiva”