Student Demographics, Teacher Sorting, and Teacher Quality: Evidence from the End of School Desegregation

By C. Jackson. Journal of Labor Economics, 2009

355 citations recorded by the source corpus.

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Citations in the corpus

The Long-Run Impacts of Same-Race Teachers (2017, neutral): “…with high shares of Black students tend to have less experience than their Black colleagues due to teacher sorting patterns (Hanushek et al., 2004; Jackson, 2009) and experience predicts teacher effectiveness (Wiswall, 2013); indeed, we observe this pattern in the STAR data, where Black teachers…”
Systematic Sorting (2013, background): “…minority students, higher income students, and schools that are safer and experience fewer disciplinary problems (Boyd et al. 2005b; Clotfelter et al. 2006; Hanushek et al. 2004; Horng 2009; Jackson 2009; Lankford et al. 2002; Scafidi, Sjoquist, and Stinebrickner 2008; Smith and Ingersoll 2004).”
Education and Poverty: Confronting the Evidence. Working Papers Series. SAN11-01. (2011, background): “4 The preferences and behaviors of teachers are also a contributing factor in that many teachers with strong credentials tend to be reluctant to teach in schools with large concentrations of disadvantaged students than in schools with more advantaged students (Clotfelter, Ladd, & Vigdor, 2011; Jacks”
School Segregation, Educational Attainment and Crime Evidence from the end of busing in Charlotte-Mecklenburg (2014, background): “As in other studies of the effect of racial segregation on schools (e.g., Guryan 2004; Jackson 2009; Lutz 2011), our research design cannot separate the effect of race from other factors with which it is correlated, and our results should be interpreted with this in mind.”
Do Students Benefit from Attending Better Schools? Evidence from Rule‐based Student Assignments in Trinidad and Tobago* (2010, neutral): “26 This approach is similar to that used in Jackson (2009b, 2010) and Lavy (2009). 27 To get a lower bound of the effect on the intensive margin, I multiply the maximum estimated increase in CSEC taking (from the OLS model) by the average outcomes of all students who take the CSEC examinations.”
Teachers’ Perceptions of Their Working Conditions (2011, background): “…of the school’s students with little or no attention to teacher working conditions (Clotfelter, Ladd, & Vigdor, in press; Boyd, Lankford, Loeb, & Wyckoff , 2005; Dolton & van der Klaauw, 1995, 1999; Hanushek, Kain, & Rivkin, 2004; Jackson, 2009; Scafidi, Sjoquist, & Stinebrickner, 2007).”
Teacher Expectations Matter (2016, neutral): “to teach in majority non-white schools (Hanushek et al., 2004; Jackson, 2009).”
Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field (2010, background): “Our study builds on a substantial empirical literature that can be summarized by two major conclusions.”
Assessing Rothstein's critique of teacher value‐added models (2012, background): “To test whether future teachers have an impact on today’s scores is then a simple 4See Clotfelter, Ladd, and Vigdor (2006) and Jackson (2009) for empirical evidence of the sorting of teachers and students.”
Drug Battles and School Achievement: Evidence from Rio de Janeiro's Favelas (2017, result): “Overall, the findings in this section are consistent with the evidence that nonpecuniary factors and work environment characteristics are significant determinants of teacher transfers and retention (Hanushek, Kain, & Rivkin, 2004; Boyd et al., 2005; Jackson, 2009).”