- Universidade de Lisboa
- Washington, DC: World Bank
- World Bank Group, Washington, DC
- Washington, DC
- Quens University
- Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
- Universidade de São Paulo. Faculdade de Educação
- Universidade Duke
- South African Journal of Education
- Sociologias
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Comparing and Deciding: a historical note on education policy
Linking Education Policy to Labor Market Outcomes
Tools for Education : Policy Analysis
What Matters Most for Education Management Information Systems : A Framework Paper
Peruvian Education at a Crossroads : Challenges and Opportunities for the 21st Century
Ukraine : Education Reform Policy Note
Chile - Institutional Design for an Effective Education Quality Assurance
The Education System in the Russian Federation : Education Brief 2012
The Former Yugoslav Republic of Macedonia : Toward an Education Strategy for the Twenty-First Century
Cambodia : Quality Basic Education for All
Twenty Years and Counting: Examining the Development of Equity and Inclusive Education Policy in Ontario (1990-2010)
Researching Changing Language Learning Identities for Ethnic Minority Education Policy Formulation: A Case Study of Macau S.A.R., China; Researching Changing Language Learning Identities for Ethnic Minority Education Policy Formulation: A Case Study of Macau S.A.R., China
Education policy and its international dimension: theoretical approaches; Política pública educacional e sua dimensão internacional: abordagens teóricas
The perception of Chilean teachers about the program of focused schools: elements for the analysis of a 'positive action' education policy; Percepción de los docentes chilenos acerca del programa de escuelas focalizadas: elementos para el análisis de una política educativa de 'acción positiva'
Essays on Education Policy
This dissertation consists of three essays on the topic of education policy. In the first essay, I evaluate the impacts of a teacher quality equity law that was enacted in California in the fall of 2006 prohibiting superintendents from transferring a teacher into a school in the bottom three performance deciles of the state's academic performance index if the principal refuses the transfer. The primary mechanism through which the policy should affect student outcomes is through the mix of the quality of teachers in the school. Using publicly available statewide administrative education data, and two quasi-experimental methodologies, I assess whether the policy had an effect on the district-wide distribution of teachers with varying levels of experience, education and licensure and on student academic performance. I extend the analysis by examining whether the policy has differential effects on subgroups of schools classified as having high-poverty or high-minority student populations. I find that, as a result of the teacher quality equity law, low-performing schools experienced a relative increase in fully-credentialed teachers and more highly educated teachers, but that did not necessarily translate to an increase in academic performance. I also find evidence that the dimension along which the policy was most effective was in improving teacher pre-service qualifications in schools with high minority student populations.
In the second essay...