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The Long-Run Impacts of Same-Race Teachers

By Seth Gershenson, Cassandra M. D. Hart, Joshua Hyman, Constance A. Lindsay, and Nicholas W. Papageorge

American Economic Journal: Economic Policy, November 2022

Leveraging the Tennessee STAR class size experiment, we show that Black students randomly assigned to at least one Black teacher in grades K–3 are 9 percentage points (13 percent) more likely to graduate from high school and 6 percentage points (19 perc...

Regression Discontinuity in Serial Dictatorship: Achievement Effects at Chicago's Exam Schools

By Atila Abdulkadiroǧlu, Joshua D. Angrist, Yusuke Narita, Parag A. Pathak, and Roman A. Zarate

American Economic Review, May 2017

Many school and college admission systems use centralized mechanisms to allocate seats based on applicant preferences and school priorities. When tie-breaking uses non-randomly assigned criteria like distance or a test score, applicants with the same pref...

Cognitive Behavioral Therapy among Ghana's Rural Poor Is Effective Regardless of Baseline Mental Distress

By Nathan Barker, Gharad Bryan, Dean Karlan, Angela Ofori-Atta, and Christopher Udry

American Economic Review: Insights, December 2022

We study the impact of group-based cognitive behavioral therapy (CBT) for individuals selected from the general population of poor households in rural Ghana (N = 7,227). Results from one to three months after the program show strong impacts on mental and ...