The Effects of Charter High Schools on Educational Attainment

By K. Booker, Tim R. Sass, Brian Gill, R. Zimmer. Journal of Labor Economics, 2011

140 citations recorded by the source corpus.

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What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes (2018, unknown): “Consistent with this, some interventions that have no effect on test scores have meaningful effects on long-term outcomes (Deming 2009, 2011; Booker et al. 2011), and improved noncognitive skills explain the effect of some interventions (Fredriksson, Ockert, and Osterbeek 2013; Heckman, Pinto, and…”
Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina (2012, unknown): “…interventions that have no effect on test scores have meaningful effects on long-term outcomes, such as educational attainment, earnings, and crime (Booker et al. 2011; Deming, 2009; Deming, 2011).2 This suggests that schooling produces both cognitive skills (measured by standardized tests) and…”
The Demand for Effective Charter Schools (2018, unknown): “The use of distance as an instrument for charter enrollment parallels the use of geographic instruments in previous research on college and school choice (see, e.g., Card 1995; Neal 1997; Booker et al. 2011).”
Do Parents Value School Effectiveness? (2020, methodology): “This model relies on an exclusion restriction for distance, a common identification strategy in the literature on educational choice (Card, 1995; Neal, 1997; Booker et al., 2011; Mountjoy, 2017; Walters, 2018).”