What Do Parents Value in Education? An Empirical Investigation of Parents' Revealed Preferences for Teachers

By Brian A. Jacob, Lars Lefgren. 2007

194 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/61c270838119c06e65eb2a684630c0b8cf659a10

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In Education

Citations in the corpus

Market Signals: Evidence on the Determinants and Consequences of School Choice From a Citywide Lottery (2016, unknown): “…in topics (Schneider & Buckley, 2002) as well as enrollment patterns (Armor & Peiser, 1998; Stein et al., 2010), housing markets (Black, 1999; Bayer, Ferreira, & McMillan, 2007; Imberman & Lovenheim, 2016), interdistrict choice (Rothstein, 2006), and requests for teachers (Jacob & Lefgren, 2007).”
Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education (2008, methodology): “Favoritism toward particular teachers by school administrators long has been a concern among teachers, and Jacob and Lefgren (2005a) find some tentative evidence that principals may indeed engage in such behavior.”
Teacher Quality in Educational Production. Tracking, Decay, and Student Achievement. NBER Working Paper No. 14442. (2008, unknown): “…take advantage of teachers' particular specialties, intentional separation of children who are known to interact badly, efforts on the principal's part to reward favored teachers through the allocation of easy-toteach students, and parental requests (see, e.g., Jacob and Lefgren, 2007; Monk, 1987).”
What parents want: school preferences and school choice (2009, background): “Jacob and Lefgren (2007) analyse families’ revealed preference for teachers within schools by looking at transfer requests made to the school.”
The Persistence of Teacher-Induced Learning (2010, background): “…these studies indicates that some observable teacher characteristics such as certification, experience, and principal evaluations may have small but statistically significant effects on student test scores (Kane, Rockoff, and Staiger 2008; Clotfelter, Ladd, and Vidgor 2006; Jacob and Lefgren 2007).”
The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match (2017, background): “Using requests for individual teachers, Jacob and Lefgren (2007) find that parents in lowincome and minority schools value a teacher’s ability to raise student achievement more than parents in high income and non-minority schools. In contrast, Hastings, Kane, and Staiger (2009) report that higher-SE”
Valuing School Quality Using Boundary Discontinuities. CEE DP 132. (2013, background): “More recently, parents’ actual choices of schools and teachers have been used as an alternative way to uncover preferences for school attributes (e.g. Hastings et al., 2005; and Jacob and Lefgren, 2007).”