| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Algebra for 8th Graders: Evidence on its Effects from 10 North Carolina Districts |
0 |
0 |
0 |
19 |
1 |
8 |
9 |
109 |
| Are Teacher Absences Worth Worrying About in the U.S.? |
0 |
0 |
0 |
215 |
0 |
4 |
7 |
689 |
| Boundary Discontinuity Methods and Policy Spillovers |
0 |
0 |
2 |
28 |
0 |
8 |
12 |
61 |
| Do Rising Tides Lift All Prices? Income Inequality and Housing Affordability |
0 |
0 |
1 |
143 |
2 |
13 |
18 |
685 |
| Federal Oversight, Local Control, and the Specter of "Resegregation" in Southern Schools |
0 |
0 |
0 |
68 |
2 |
8 |
10 |
385 |
| Fifty Million Voters Can't Be Wrong: Economic Self-Interest and Redistributive Politics |
0 |
0 |
0 |
61 |
0 |
2 |
3 |
344 |
| How Prevalent Is Downward Rigidity in Nominal Wages? Evidence from Payroll Records in Washington State |
0 |
0 |
1 |
26 |
0 |
7 |
14 |
72 |
| How Prevalent Is Downward Rigidity in Nominal Wages? Evidence from Payroll Records in Washington State |
0 |
0 |
1 |
31 |
1 |
6 |
10 |
54 |
| How and Why do Teacher Credentials Matter for Student Achievement? |
0 |
0 |
0 |
352 |
2 |
8 |
26 |
1,142 |
| Is Urban Decay Bad? Is Urban Revitalization Bad Too? |
0 |
0 |
1 |
191 |
3 |
10 |
14 |
929 |
| Is the Melting Pot Still Hot? Explaining the Resurgence of Immigrant Segregation |
0 |
0 |
0 |
48 |
1 |
6 |
7 |
341 |
| Is the Melting Pot Still Hot? Explaining the Resurgence of Immigrant Segregation |
0 |
0 |
0 |
17 |
1 |
6 |
12 |
158 |
| Is the Melting Pot Still Hot? Explaining the Resurgence of Immigrant Segregation |
0 |
0 |
0 |
84 |
0 |
1 |
4 |
422 |
| Is the Melting Pot Still Hot? Explaining the Resurgence of Immigrant Segregation |
0 |
0 |
0 |
110 |
1 |
8 |
13 |
614 |
| Linking Administrative Data to Understand Effects of Seattle’s $15 Minimum Wage Ordinance |
0 |
0 |
0 |
3 |
1 |
4 |
8 |
23 |
| Liquidity Constraints and Housing Prices: Theory and Evidence from the VA Mortgage |
0 |
0 |
0 |
232 |
0 |
6 |
10 |
895 |
| Minimum Wage Increases and Individual Employment Trajectories |
0 |
0 |
2 |
65 |
1 |
11 |
25 |
226 |
| Minimum Wage Increases, Wages, and Low-Wage Employment: Evidence from Seattle |
2 |
6 |
11 |
378 |
6 |
43 |
72 |
1,394 |
| Public Universities, Equal Opportunity, and the Legacy of Jim Crow: Evidence from North Carolina |
0 |
0 |
0 |
31 |
1 |
8 |
10 |
70 |
| Scaling the Digital Divide: Home Computer Technology and Student Achievement |
0 |
0 |
0 |
94 |
2 |
11 |
15 |
511 |
| Segregation and the Black-White Test Score Gap |
0 |
0 |
0 |
124 |
0 |
6 |
14 |
541 |
| Should Sixth Grade be in Elementary or Middle School? An Analysis of Grade Configuration and Student Behavior |
0 |
0 |
0 |
165 |
2 |
7 |
15 |
1,557 |
| Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects |
0 |
0 |
0 |
342 |
4 |
11 |
16 |
1,226 |
| Teacher-Student Matching and the Assessment of Teacher Effectiveness |
1 |
1 |
1 |
265 |
4 |
12 |
19 |
1,214 |
| The Academic Achievement Gap in Grades 3 to 8 |
0 |
0 |
0 |
123 |
1 |
12 |
18 |
687 |
| The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative |
0 |
0 |
0 |
49 |
1 |
12 |
19 |
151 |
| The Impact of No Child Left Behind's Accountability Sanctions on School Performance: Regression Discontinuity Evidence from North Carolina |
0 |
0 |
1 |
62 |
1 |
10 |
13 |
251 |
| The Katrina Effect: Was There a Bright Side to the Evacuation of Greater New Orleans? |
0 |
0 |
2 |
97 |
0 |
6 |
16 |
452 |
| The New Promised Land: Black-White Convergence in the American South, 1960-2000 |
0 |
0 |
0 |
55 |
1 |
6 |
8 |
619 |
| The Rise and Decline of the American Ghetto |
0 |
0 |
0 |
917 |
3 |
5 |
9 |
5,405 |
| The Rise and Decline of the American Ghetto |
0 |
1 |
2 |
26 |
0 |
4 |
13 |
232 |
| When Are Ghettos Bad? Lessons from Immigrant Segregation In the United States |
0 |
0 |
0 |
23 |
2 |
8 |
12 |
155 |
| When Are Ghettos Bad? Lessons from Immigrant Segregation in the United States |
0 |
0 |
0 |
209 |
6 |
23 |
25 |
935 |
| When Incentives Matter Too Much: Explaining Significant Responses to Irrelevant Information |
0 |
0 |
0 |
19 |
6 |
12 |
14 |
116 |
| Would Higher Salaries Keep Teachers in High-Poverty Schools? Evidence from a Policy Intervention in North Carolina |
0 |
0 |
1 |
155 |
1 |
4 |
11 |
690 |
| Total Working Papers |
3 |
8 |
26 |
4,827 |
57 |
316 |
521 |
23,355 |
| Journal Article |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Are Teacher Absences Worth Worrying About in the United States? |
0 |
0 |
2 |
48 |
3 |
8 |
19 |
185 |
| Community Composition and Collective Action: Analyzing Initial Mail Response to the 2000 Census |
0 |
0 |
0 |
205 |
1 |
7 |
15 |
824 |
| DOES THE RIVER SPILL OVER? ESTIMATING THE ECONOMIC RETURNS TO ATTENDING A RACIALLY DIVERSE COLLEGE |
1 |
1 |
1 |
29 |
3 |
7 |
12 |
140 |
| Distinguishing Spurious and Real Peer Effects: Evidence from Artificial Societies, Small-Group Experiments, and Real Schoolyards |
0 |
0 |
0 |
9 |
0 |
8 |
10 |
81 |
| Do People Value Racial Diversity? Evidence from Nielsen Ratings |
0 |
0 |
0 |
74 |
0 |
5 |
12 |
612 |
| Do rising tides lift all prices? Income inequality and housing affordability |
0 |
1 |
4 |
123 |
8 |
19 |
33 |
667 |
| Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers? |
0 |
0 |
1 |
96 |
12 |
20 |
42 |
313 |
| Downtown America: A History of the Place and the People who Made It. By Alison Isenberg. Chicago: University of Chicago Press, 2004. Pp. xviii, 441. $32.50, cloth; $20.00, paper |
0 |
0 |
0 |
13 |
0 |
1 |
2 |
149 |
| Federal Oversight, Local Control, and the Specter of "Resegregation" in Southern Schools |
0 |
0 |
0 |
32 |
1 |
3 |
7 |
279 |
| Interpreting ethnic fragmentation effects |
0 |
0 |
0 |
253 |
1 |
3 |
5 |
667 |
| Is the Melting Pot Still Hot? Explaining the Resurgence of Immigrant Segregation |
0 |
1 |
1 |
129 |
2 |
8 |
15 |
659 |
| Is urban decay bad? Is urban revitalization bad too? |
0 |
0 |
1 |
79 |
5 |
11 |
25 |
480 |
| Liquidity constraints and housing prices: Theory and evidence from the VA Mortgage Program |
0 |
0 |
0 |
48 |
2 |
6 |
8 |
185 |
| Local minimum wage laws, boundary discontinuity methods, and policy spillovers |
0 |
1 |
4 |
9 |
2 |
11 |
27 |
43 |
| Locations, Outcomes, and Selective Migration |
0 |
0 |
0 |
87 |
0 |
4 |
9 |
355 |
| Minimum-Wage Increases and Low-Wage Employment: Evidence from Seattle |
2 |
2 |
8 |
108 |
6 |
17 |
39 |
251 |
| Opening the Black Box: Behavioral Responses of Teachers and Principals to Pay-for-Performance Incentive Programs |
0 |
0 |
0 |
4 |
1 |
3 |
6 |
12 |
| Other People's Taxes: Nonresident Voters and Statewide Limitation of Local Government |
0 |
0 |
0 |
4 |
0 |
3 |
6 |
153 |
| Representation versus assimilation: How do preferences in college admissions affect social interactions? |
0 |
0 |
1 |
28 |
1 |
8 |
11 |
160 |
| Representation versus assimilation: How do preferences in college admissions affect social interactions? |
0 |
0 |
0 |
28 |
1 |
7 |
9 |
187 |
| Residential segregation and preference misalignment |
0 |
0 |
1 |
97 |
0 |
5 |
10 |
247 |
| Retaking the SAT |
0 |
1 |
1 |
37 |
5 |
18 |
22 |
223 |
| SCALING THE DIGITAL DIVIDE: HOME COMPUTER TECHNOLOGY AND STUDENT ACHIEVEMENT |
0 |
0 |
1 |
58 |
5 |
16 |
36 |
327 |
| Teacher Bonuses and Teacher Retention in Low-Performing Schools |
0 |
0 |
0 |
12 |
1 |
11 |
16 |
170 |
| Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects |
0 |
0 |
2 |
248 |
4 |
20 |
36 |
951 |
| Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field |
0 |
0 |
0 |
28 |
2 |
8 |
21 |
209 |
| Teacher credentials and student achievement: Longitudinal analysis with student fixed effects |
0 |
0 |
3 |
358 |
1 |
3 |
11 |
917 |
| Teacher-Student Matching and the Assessment of Teacher Effectiveness |
0 |
0 |
2 |
223 |
8 |
21 |
42 |
1,046 |
| The Academic Achievement Gap in Grades 3 to 8 |
0 |
0 |
1 |
81 |
0 |
9 |
15 |
502 |
| The Aftermath of Accelerating Algebra: Evidence from District Policy Initiatives |
0 |
0 |
0 |
22 |
4 |
13 |
21 |
166 |
| The Economic Aftermath of Hurricane Katrina |
0 |
0 |
1 |
31 |
3 |
6 |
15 |
571 |
| The Impact of a City-Level Minimum-Wage Policy on Supermarket Food Prices in Seattle-King County |
0 |
0 |
0 |
3 |
0 |
5 |
7 |
13 |
| The Katrina Effect: Was There a Bright Side to the Evacuation of Greater New Orleans? |
0 |
0 |
1 |
72 |
0 |
4 |
11 |
393 |
| The Pursuit of Opportunity: Explaining Selective Black Migration |
0 |
0 |
0 |
90 |
2 |
5 |
7 |
329 |
| The Rise and Decline of the American Ghetto |
0 |
1 |
5 |
594 |
4 |
13 |
40 |
3,615 |
| The negative impacts of starting middle school in sixth grade |
0 |
0 |
0 |
25 |
1 |
4 |
8 |
144 |
| Thy neighbor's jobs: geography and labor market dynamics |
0 |
0 |
0 |
46 |
0 |
5 |
5 |
235 |
| What Should the World Do about Port-au-Prince? An Economic Assessment |
0 |
0 |
0 |
3 |
0 |
2 |
3 |
10 |
| When Incentives Matter Too Much: Explaining Significant Responses to Irrelevant Information |
0 |
0 |
1 |
3 |
0 |
1 |
4 |
20 |
| When are ghettos bad? Lessons from immigrant segregation in the United States |
0 |
0 |
1 |
124 |
0 |
7 |
23 |
595 |
| Who teaches whom? Race and the distribution of novice teachers |
0 |
1 |
5 |
354 |
1 |
7 |
14 |
912 |
| Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina |
2 |
3 |
13 |
217 |
4 |
15 |
58 |
911 |
| Total Journal Articles |
5 |
12 |
61 |
4,132 |
94 |
357 |
737 |
18,908 |
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