Sanford School of Public Policy
Duke University
Publications of Helen F. Ladd :chronological alphabetical combined listing:
We've launched a new site so please go to People & Research for current information on our faculty and staff.
%% Books
@book{fds342539,
Author = {Fiske, EB and Ladd, HF},
Title = {Education equity in an international context},
Pages = {297-313},
Booktitle = {Handbook of Research in Education Finance and
Policy},
Publisher = {New York and London: Routledge Press},
Year = {2014},
Month = {January},
ISBN = {9780415838016},
url = {http://dx.doi.org/10.4324/9780203788684},
Abstract = {INTRODUCTION All countries face issues of educational
equity. Depending on the country, the policy debate may
focus on how to increase access to primary or secondary
schools; how to reduce persistent achievement gaps between
students of different genders, ethnic backgrounds, or income
levels; or how to reduce educational resource disparities
between rural and urban areas of the country. Likewise,
educational priorities in countries where a high proportion
of available jobs require high levels of skills will differ
from those with less demanding job markets. Th ough all such
issues are of interest to policymakers and researchers, we
focus in this chapter on the major areas of educational
policy and research at the international level aimed at
promoting equity in education, particularly in developing
countries.},
Doi = {10.4324/9780203788684},
Key = {fds342539}
}
@book{fds159054,
Author = {Edward B. Fiske and Helen F. Ladd},
Title = {Elusive Equity: Education Reform in Post Apartheid South
Africa.},
Publisher = {Brookings Institution Press},
Year = {2004},
Key = {fds159054}
}
@book{fds266825,
Author = {Fiske, EB and Ladd, HF},
Title = {Elusive Equity: Education reform in post-Apartheid New
Zealand},
Pages = {269 pages},
Publisher = {Brookings Institution Press},
Year = {2004},
ISBN = {9780815728405},
Abstract = {"Elusive Equity" chronicles South Africas efforts
to fashion a racially equitable state education system from
the ashes of apartheid.},
Key = {fds266825}
}
@book{fds12881,
Author = {H.F. Ladd},
Title = {Market-Based Reforms in Education},
Publisher = {Economic Policy Institute: Washington, D.C.},
Year = {2002},
Month = {February},
Key = {fds12881}
}
@book{fds266826,
Author = {Fiske, EB and Ladd, HF},
Title = {When Schools Compete},
Pages = {342 pages},
Publisher = {Brookings Institution Press},
Year = {2001},
Month = {September},
ISBN = {9780815798491},
Abstract = {Documenting ten years of reform efforts in New Zealand, this
is the first book to provide detailed quantitative and
qualitative analysis of the effects of school reform
programs on an entire school system.},
Key = {fds266826}
}
@book{fds266827,
Author = {Fiske, EB and Ladd, HF},
Title = {When Schools Compete},
Pages = {342 pages},
Publisher = {Brookings Institution Press},
Year = {2001},
Month = {September},
ISBN = {9780815798491},
Abstract = {Documenting ten years of reform efforts in New Zealand, this
is the first book to provide detailed quantitative and
qualitative analysis of the effects of school reform
programs on an entire school system.},
Key = {fds266827}
}
@book{fds266839,
Author = {Fiske, EB and Ladd, HF},
Title = {When Schools Compete},
Pages = {342 pages},
Publisher = {Brookings Institution Press},
Year = {2001},
Month = {September},
ISBN = {9780815798491},
Abstract = {Documenting ten years of reform efforts in New Zealand, this
is the first book to provide detailed quantitative and
qualitative analysis of the effects of school reform
programs on an entire school system.},
Key = {fds266839}
}
@book{fds12882,
Author = {Edward B. Fiske and Helen F. Ladd},
Title = {When Schools Compete: A Cautionary Tale},
Publisher = {Brookings Institution Press},
Year = {2000},
Key = {fds12882}
}
@book{fds143178,
Author = {H.F. Ladd and Janet Hansen},
Title = {Making Money Matter: Financing America's
Schools},
Journal = {National Academy of Sciences Press (Final report of the
National Academy of Sciences Committee on Education
Finance).},
Year = {1999},
Month = {November},
Key = {fds143178}
}
@book{fds143179,
Author = {H.F. Ladd, and Janet Hansen and Rosemary A. Chalk},
Title = {Equity and Adequacy in Education Finance: Issues and
Perspectives},
Journal = {National Academy of Sciences Press},
Year = {1999},
Month = {January},
Key = {fds143179}
}
@book{fds12883,
Author = {H.F. Ladd},
Title = {The Challenge of Fiscal Disparities for State and
Governments: The Selected Essays of Helen F.
Ladd},
Publisher = {Edward Elgar Publishing Limited},
Year = {1999},
Key = {fds12883}
}
@book{fds266823,
Author = {Ladd, HF},
Title = {The Challenge of Fiscal Disparities for State and Local
Governments},
Pages = {477 pages},
Publisher = {Edward Elgar Pub},
Year = {1999},
Abstract = {This outstanding selection of Helen Ladd's work provides an
overview of the policy-oriented research she has conducted
in the area of state and local public finance during the
past twenty-five years.},
Key = {fds266823}
}
@book{fds46485,
Author = {H.F. Ladd},
Title = {Local Government Tax and Land Use Policy: Understanding the
Links (primary author and editor)},
Publisher = {Edward Elgar Publishing Limited},
Year = {1998},
Key = {fds46485}
}
@book{fds46486,
Author = {H.F. Ladd},
Title = {Holding Schools Accountable: Performance-Based Reform in
Education (editor, author of introduction and coauthor of
two chapters)},
Publisher = {Brookings Institution},
Year = {1996},
Key = {fds46486}
}
@book{fds266822,
Author = {Ladd, HF and Yinger, J},
Title = {America's Ailing Cities: Fiscal Health and the Design of
Urban Policy},
Pages = {348 pages},
Publisher = {JHU Press},
Year = {1991},
Month = {May},
ISBN = {9780801842443},
Abstract = {Identifies and measures the impact in broad national trends
such as the urbanization of poverty, the shift from
manufacturing to services, and middle-class flight to the
suburbs. (Politcs/Current Events)},
Key = {fds266822}
}
@book{fds46487,
Author = {H.F. Ladd and John Yinger},
Title = {America's Ailing Cities: Fiscal Health and the Design of
Urban Policy},
Publisher = {Johns Hopkins University Press},
Year = {1989},
Key = {fds46487}
}
@book{fds46488,
Author = {H.F. Ladd and John Yinger and Howard Bloom and Axel
Borsch-Supan},
Title = {Property Taxes and House Values: The Theory and Estimation
of Intrajurisdictional Property Tax Capitalization},
Publisher = {Academic Press},
Year = {1988},
Key = {fds46488}
}
@book{fds46490,
Author = {H.F. Ladd},
Title = {Tax and Expenditure Limitations (author of introduction and
co-editor with Nicolaus Tideman},
Publisher = {Urban Institute},
Year = {1981},
Key = {fds46490}
}
@book{fds266824,
Author = {Schafer, R and Ladd, HF},
Title = {Discrimination in Mortgage Lending},
Pages = {407 pages},
Publisher = {MIT Press (MA)},
Year = {1981},
Abstract = {This book substitutes rigorous and systematic analysis for
the undocumented claims that have characterized the debate
on "redlining"-the denial of mortgage money to
poorer neighborhoods.},
Key = {fds266824}
}
%% Journal Articles
@article{fds373879,
Author = {Clotfelter, CT and Ladd, HF and Clifton, CR},
Title = {RACIAL DIFFERENCES IN STUDENT ACCESS TO HIGH-QUALITY
TEACHERS},
Journal = {Education Finance and Policy},
Volume = {18},
Number = {4},
Pages = {738-752},
Year = {2023},
Month = {September},
url = {http://dx.doi.org/10.1162/edfp_a_00402},
Abstract = {Access to high-quality teachers in K–12 schools differs
systematically by racial group. This policy brief reviews
the academic research documenting these differences and the
labor market forces and segregation patterns that solidify
them. It also presents new analysis of differential exposure
in North Carolina of white, black, and Hispanic students to
teachers with different quality-related credentials across
five grade–subject combinations. White students are most
often in classrooms taught by teachers with strong
credentials and least often by those with weak credentials,
not only across the state as a whole, but also within most
of the state’s counties, especially those whose schools
are most segregated by race. To address such disparities,
decision makers at all three levels— state, district, and
school—have various policy options to consider, with each
level having an important role to play.},
Doi = {10.1162/edfp_a_00402},
Key = {fds373879}
}
@article{fds361294,
Author = {Clotfelter, CT and Hemelt, SW and Ladd, HF and Turaeva,
MR},
Title = {School Segregation in the Era of Color-Blind Jurisprudence
and School Choice},
Journal = {Urban Affairs Review},
Volume = {59},
Number = {2},
Pages = {406-446},
Year = {2023},
Month = {March},
url = {http://dx.doi.org/10.1177/10780874211049510},
Abstract = {The decades-long resistance to federally imposed school
desegregation entered a new phase at the turn of the new
century. At that time, federal courts stopped pushing racial
balance as a remedy for past segregation and adopted in its
place a color-blind approach to evaluating school district
assignment plans. Using data that span 1998 to 2016 from
North Carolina, one of the first states to come under this
color-blind dictum, we examine the ways in which households
and policymakers took actions that had the effect of
reducing the amount of interracial contact in K-12 schools
within counties. We divide these reductions in interracial
contact into portions due to the private school and charter
school sectors, the existence of multiple school districts,
and racial disparities between schools within districts and
sectors. For most counties, the last of these proves to be
the biggest, though in some counties private schools,
charter schools, or multiple districts played a deciding
role. In addition, we decompose segregation in the state's
11 metropolitan areas, finding that more than half can be
attributed to racial disparities inside school districts. We
also measure segregation by economic status, finding that
it, like racial segregation, increased in the largest urban
counties, but elsewhere changed little over the
period.},
Doi = {10.1177/10780874211049510},
Key = {fds361294}
}
@article{fds359075,
Author = {Ladd, HF and Fiske, EB},
Title = {Charter schools and equity: The power of
accountability},
Journal = {Phi Delta Kappan},
Volume = {103},
Number = {1},
Pages = {20-24},
Year = {2021},
Month = {September},
url = {http://dx.doi.org/10.1177/00317217211043620},
Abstract = {Many proponents of charter schools suggest that, by
providing an option outside traditional public schools, they
are helping disadvantaged students who might otherwise be
confined to low-quality neighborhood schools. But
market-based accountability structures are insufficient to
ensure that charter schools are actually enrolling students
(i.e., students from economically distressed families,
students with disabilities, English learners, and students
of color) and, once they are enrolled, providing them
sufficient support. Helen Ladd and Edward Fiske use the
Massachusetts system of authorization, data collection, and
site visits to illustrate a high quality public
accountability system for charter schools that is focused on
promoting equity.},
Doi = {10.1177/00317217211043620},
Key = {fds359075}
}
@article{fds354913,
Author = {Clotfelter, CT and Ladd, HF and Clifton, CR and Turaeva,
MR},
Title = {School Segregation at the Classroom Level in a Southern
‘New Destination’ State},
Journal = {Race and Social Problems},
Volume = {13},
Number = {2},
Pages = {131-160},
Year = {2021},
Month = {June},
url = {http://dx.doi.org/10.1007/s12552-020-09309-w},
Abstract = {Using detailed administrative data for public schools, we
document racial and ethnic segregation at the classroom
level in North Carolina, a state that has experienced a
sharp increase in Hispanic enrollment. We decompose
classroom-level segregation in counties into within-school
and between-school components. We find that the
within-school component accounted for a sizable share of
total segregation in middle schools and high schools.
Recognizing its importance could temper the praise for
school assignment policies that reduce racial disparities
between schools but allow large disparities within them.
More generally, we observe between the two components a
complementary relationship, with one component tending to be
large when the other one is small. Comparing the degree of
segregation for the state’s two largest racial/ethnic
minority groups, we find that white/Hispanic segregation was
more severe than white/black segregation, particularly
within schools. Finally, we examine enrollment patterns by
course and show that school segregation brings with it
differences by race and ethnicity in the courses that
students take, with white students more likely to be
enrolled in advanced classes.},
Doi = {10.1007/s12552-020-09309-w},
Key = {fds354913}
}
@article{fds355470,
Author = {Hemelt, SW and Ladd, HF and Clifton, CR},
Title = {Do Teacher Assistants Improve Student Outcomes? Evidence
From School Funding Cutbacks in North Carolina},
Journal = {Educational Evaluation and Policy Analysis},
Volume = {43},
Number = {2},
Pages = {280-304},
Year = {2021},
Month = {June},
url = {http://dx.doi.org/10.3102/0162373721990361},
Abstract = {This article examines the influence of teacher assistants
and other personnel on outcomes for elementary school
students during a period of recession-induced cutbacks in
teacher assistants. Using panel data from North Carolina, we
exploit the state’s unique system of financing its local
public schools to identify the causal effects of teacher
assistants, controlling for other staff, on measures of
student achievement. We find consistent evidence of positive
effects of teacher assistants, an understudied staffing
category, on student performance in reading and math. We
also find larger positive effects of teacher assistants on
achievement outcomes for students of color and students in
high-poverty schools than for White students and students in
more affluent schools. We conclude that teacher assistants
are a cost-effective means of raising student achievement,
especially in reading.},
Doi = {10.3102/0162373721990361},
Key = {fds355470}
}
@article{fds335186,
Author = {Muschkin, CG and Ladd, HF and Dodge, KA and Bai, Y},
Title = {Gender Differences in the Impact of North Carolina’s Early
Care and Education Initiatives on Student Outcomes in
Elementary School},
Journal = {Educational Policy},
Volume = {34},
Number = {2},
Pages = {377-407},
Year = {2020},
Month = {March},
url = {http://dx.doi.org/10.1177/0895904818773901},
Abstract = {Based on growing evidence of the long-term benefits of
enriched early childhood experiences, we evaluate the
potential for addressing gender disparities in elementary
school through early care and education programs.
Specifically, we explore the community-wide effects of two
statewide initiatives in North Carolina on gender
differences in academic outcomes in Grades 3 to 5, using
administrative student data and information on variation in
program availability across counties and over time. We find
that although investments in early care and education
programs produce significant gains in math and reading
skills on average for all children, boys experience larger
program-related gains than girls. Moreover, the greatest
gains among boys emerge for those from less advantaged
families. In contrast, the large and statistically
significant reductions in special education placements
induced by these early childhood program do not differ
consistently by gender.},
Doi = {10.1177/0895904818773901},
Key = {fds335186}
}
@article{fds340577,
Author = {Ladd, HF and Singleton, JD},
Title = {The fiscal externalities of charter schools: Evidence from
North Carolina},
Journal = {Education Finance and Policy},
Volume = {15},
Number = {1},
Pages = {191-208},
Year = {2020},
Month = {January},
url = {http://dx.doi.org/10.1162/edfp_a_00272},
Abstract = {A significant criticism of the charter school movement is
that funding for charter schools diverts money away from
traditional public schools. The magnitude of such adverse
fiscal externalities depends in part on the nature of state
and local funding policies. In this paper, we examine the
fiscal effects of charter schools on both urban and nonurban
school districts in North Carolina. We base our analysis on
detailed balance sheet information for a sample of school
districts that experienced substantial charter growth since
the statewide cap on charters was raised in 2011. We find a
large and negative fiscal impact in excess of $500 per
traditional public school pupil in our one urban school
district, which translates into an average fiscal cost of
about $3,600 for each student enrolled in charter schools.
We estimate comparable to somewhat larger fiscal
externalities per charter school pupil for two nonurban
districts.},
Doi = {10.1162/edfp_a_00272},
Key = {fds340577}
}
@article{fds345847,
Author = {Ladd, HF},
Title = {EXPERIMENTATION FALLS SHORT AS A JUSTIFICATION FOR MORE
CHARTER SCHOOLS},
Journal = {Journal of Policy Analysis and Management},
Volume = {38},
Number = {4},
Pages = {1074-1076},
Year = {2019},
Month = {September},
url = {http://dx.doi.org/10.1002/pam.22165},
Doi = {10.1002/pam.22165},
Key = {fds345847}
}
@article{fds345848,
Author = {Ladd, HF},
Title = {HOW CHARTER SCHOOLS THREATEN THE PUBLIC INTEREST},
Journal = {Journal of Policy Analysis and Management},
Volume = {38},
Number = {4},
Pages = {1063-1071},
Year = {2019},
Month = {September},
url = {http://dx.doi.org/10.1002/pam.22163},
Doi = {10.1002/pam.22163},
Key = {fds345848}
}
@article{fds348767,
Author = {Clotfelter, CT and Hemelt, SW and Ladd, HF},
Title = {Raising the bar for college admission: North Carolina’s
increase in minimum math course requirements},
Journal = {Education Finance and Policy},
Volume = {14},
Number = {3},
Pages = {492-521},
Year = {2019},
Month = {July},
url = {http://dx.doi.org/10.1162/edfp_a_00258},
Abstract = {We explore the effects of a statewide policy change that
increased the number of high school math courses required
for admission to four-year public universities in North
Carolina. Using data on cohorts of eighth-grade students
from 1999 to 2006, we exploit variation by district over
time in the math course-taking environment encountered by
students. Purely as a result of a student’s year of birth
and location, students faced different probabilities of
encountering a sequence of math courses sufficient to
qualify for admission. Within an instrumental variables
setup, we examine effects of this policy shift. We find that
students took more math courses in high school following the
state’s announcement, with relatively larger increases for
students in the middle and bottom quintiles of their
eighth-grade math test scores. Our results suggest this
increased math course-taking led to higher high school
graduation rates. It also led to increases in enrollment
rates at universities in the University of North Carolina
system, with the largest increases being in the quintiles of
student achievement from which universities were already
drawing the bulk of their enrollees. Finally, we find scant
evidence of boosts in post-enrollment college performance
due to increased math course-taking in high
school.},
Doi = {10.1162/edfp_a_00258},
Key = {fds348767}
}
@article{fds340050,
Author = {Brighouse, H and Ladd, H and Loeb, S and Swift, A},
Title = {Good education policy making: Data-informed but
values-driven},
Journal = {Phi Delta Kappan},
Volume = {100},
Number = {4},
Pages = {36-39},
Publisher = {SAGE Publications},
Year = {2018},
Month = {December},
url = {http://dx.doi.org/10.1177/0031721718815671},
Abstract = {In this article, based on their book Educational Goods:
Values, Evidence and Decision Making, Harry Brighouse, Helen
Ladd, Susanna Loeb, and Adam Swift encourage education
decision makers to give careful thought to the values that
underlie the data they collect and use to inform policy.
Rather than basing decisions entirely on what improves
academic achievement, the authors call for attention to a
wider array of values, which they call educational goods.
These include the capacities to function in the labor
market, to participate effectively in the democratic
process, to make autonomous judgments about key life
decisions such as occupation or religion, to develop healthy
interpersonal relationships, to seek personal fulfilment,
and to treat others with respect and dignity. Thinking in
terms of these values can broaden the conversation about
education priorities and bring clarity to decisions
involving trade-offs and conflicting aims.},
Doi = {10.1177/0031721718815671},
Key = {fds340050}
}
@article{fds331038,
Author = {Heissel, JA and Ladd, HF},
Title = {School turnaround in North Carolina: A regression
discontinuity analysis},
Journal = {Economics of Education Review},
Volume = {62},
Pages = {302-320},
Publisher = {Elsevier BV},
Year = {2018},
Month = {February},
url = {http://dx.doi.org/10.1016/j.econedurev.2017.08.001},
Abstract = {This paper examines the effect of a federally supported
school turnaround program in North Carolina elementary and
middle schools. Using a regression discontinuity design, we
find that the turnaround program did not improve, and may
have reduced, average school-level passing rates in math and
reading. One potential contributor to that finding appears
to be that the program increased the concentration of
low-income students in treated schools. Based on teacher
survey data, we find that, as was intended, treated schools
brought in new principals and increased the time teachers
devoted to professional development. At the same time, the
program increased administrative burdens and distracted
teachers, potentially reducing time available for
instruction, and increased teacher turnover after the first
full year of implementation. Overall, we find little
evidence of success for North Carolina's efforts to turn
around low-performing schools under its Race to the Top
grant.},
Doi = {10.1016/j.econedurev.2017.08.001},
Key = {fds331038}
}
@article{fds329778,
Author = {Fiske, EB and Ladd, HF},
Title = {Self-governing schools, parental choice, and the need to
protect the public interest},
Journal = {Phi Delta Kappan},
Volume = {99},
Number = {1},
Pages = {31-36},
Publisher = {SAGE Publications},
Year = {2017},
Month = {September},
url = {http://dx.doi.org/10.1177/0031721717728276},
Abstract = {As policy makers call for the dramatic expansion of school
choice and voucher programs across the U.S., it becomes all
the more important for educators and advocates to consider
lessons learned in countries – such as the Netherlands,
New Zealand, and England – that have already gone down
this path. Efforts to promote choice and school
self-governance have shown clear benefits for individual
students and families, but they have had troubling
consequences for the broader public.},
Doi = {10.1177/0031721717728276},
Key = {fds329778}
}
@article{fds326149,
Author = {Holbein, JB and Ladd, HF},
Title = {Accountability pressure: Regression discontinuity estimates
of how No Child Left Behind influenced student
behavior},
Journal = {Economics of Education Review},
Volume = {58},
Pages = {55-67},
Publisher = {Elsevier BV},
Year = {2017},
Month = {June},
url = {http://dx.doi.org/10.1016/j.econedurev.2017.03.005},
Abstract = {In this paper we examine how failing to make adequate yearly
progress under No Child Left Behind (NCLB), and the
accountability pressure that ensues, affects various
non-achievement student behaviors. Using administrative data
from North Carolina and leveraging a discontinuity in the
determination of school failure, we examine the causal
impact of this form of accountability pressure both on
student behaviors that are incentivized by NCLB and on those
that are not. We find evidence that, as NCLB intends,
pressure encourages students to show up at school and to do
so on time. Accountability pressure also appears to have the
unintended effect, however, of increasing the number of
student misbehaviors. Further, we find some evidence that
this negative response is most pronounced among minorities
and low performing students: those who are the most likely
to be left behind.},
Doi = {10.1016/j.econedurev.2017.03.005},
Key = {fds326149}
}
@article{fds325803,
Author = {Ladd, HF and Sorensen, LC},
Title = {Returns to teacher experience: Student achievement and
motivation in middle school},
Journal = {Education Finance and Policy},
Volume = {12},
Number = {2},
Pages = {241-279},
Publisher = {Massachusetts Institute of Technology Press (MIT Press):
Economics Titles},
Year = {2017},
Month = {April},
url = {http://dx.doi.org/10.1162/EDFP_a_00194},
Abstract = {We use rich longitudinally matched administrative data on
students and teachers in North Carolina to examine the
patterns of differential effectiveness by teachers’ years
of experience. The paper contributes to the literature by
focusing on middle school teachers and by extending the
analysis to student outcomes beyond test scores. Once we
control statistically for the quality of individual teachers
by the use of teacher fixed effects, we find large returns
to experience for middle school teachers in the form both of
higher test scores and improvements in student behavior,
with the clearest behavioral effects emerging for reductions
in student absenteeism. Moreover these returns extend well
beyond the first few years of teaching. The paper
contributes to policy debates by documenting that teachers
can and do continue to learn on the job.},
Doi = {10.1162/EDFP_a_00194},
Key = {fds325803}
}
@article{fds324675,
Author = {Ladd, HF},
Title = {NO CHILD LEFT BEHIND: A DEEPLY FLAWED FEDERAL
POLICY},
Journal = {Journal of Policy Analysis and Management},
Volume = {36},
Number = {2},
Pages = {461-469},
Publisher = {WILEY},
Year = {2017},
Month = {March},
url = {http://dx.doi.org/10.1002/pam.21978},
Doi = {10.1002/pam.21978},
Key = {fds324675}
}
@article{fds329779,
Author = {Ladd, HF},
Title = {Commentary},
Journal = {Journal of Social Issues},
Volume = {72},
Number = {4},
Pages = {812-827},
Publisher = {WILEY},
Editor = {Eng, N and Ornstein, A},
Year = {2016},
Month = {December},
url = {http://dx.doi.org/10.1111/josi.12195},
Doi = {10.1111/josi.12195},
Key = {fds329779}
}
@article{fds330478,
Author = {Dodge, KA and Bai, Y and Ladd, HF and Muschkin, CG},
Title = {Impact of North Carolina's Early Childhood Programs and
Policies on Educational Outcomes in Elementary
School},
Journal = {Child Dev},
Volume = {88},
Number = {3},
Pages = {n/a-n/a},
Year = {2016},
Month = {November},
url = {http://dx.doi.org/10.1111/cdev.12645},
Abstract = {North Carolina's Smart Start and More at Four (MAF) early
childhood programs were evaluated through the end of
elementary school (age 11) by estimating the impact of state
funding allocations to programs in each of 100 counties
across 13 consecutive years on outcomes for all children in
each county-year group (n = 1,004,571; 49% female; 61%
non-Latinx White, 30% African American, 4% Latinx, 5%
other). Student-level regression models with county and year
fixed effects indicated significant positive impacts of each
program on reading and math test scores and reductions in
special education and grade retention in each grade. Effect
sizes grew or held steady across years. Positive effects
held for both high- and low-poverty families, suggesting
spillover of effects to nonparticipating
peers.},
Doi = {10.1111/cdev.12645},
Key = {fds330478}
}
@article{fds317801,
Author = {Holbein, JB and Ladd, HF},
Title = {Accountability Pressure: Regression Discontinuity Estimates
of How NCLB Affects Student Behavior},
Year = {2016},
Month = {May},
Abstract = {In this paper we examine how failing to make adequate yearly
progress under No Child Left Behind (NCLB), and the
accountability pressure that ensues, affects various
non-achievement student behaviors. Using administrative data
from North Carolina and leveraging a discontinuity in the
determination of school failure, we examine the causal
impact of accountability pressure both on student behaviors
that are incentivized by NCLB and on those that are not. We
find evidence that, as NCLB intends, pressure encourages
students to show up at school and to do so on time.
Accountability pressure also has the unintended effect,
however, of increasing the number of student misbehaviors
such as suspensions, fights, and offenses reportable to law
enforcement. Further, this negative response is most
pronounced among minorities and low performing students, who
are the most likely to be left behind.},
Key = {fds317801}
}
@article{fds317797,
Author = {Brighouse, H and Ladd, HF and Loeb, S and Swift, A},
Title = {Educational goods and values: A framework for decision
makers},
Journal = {Theory and Research in Education},
Volume = {14},
Number = {1},
Pages = {3-25},
Publisher = {SAGE Publications},
Year = {2016},
Month = {March},
url = {http://dx.doi.org/10.1177/1477878515620887},
Abstract = {This article articulates a framework suitable for use when
making decisions about education policy. Decision makers
should establish what the feasible options are and evaluate
them in terms of their contribution to the development, and
distribution, of educational goods in children, balanced
against the negative effect of policies on important
independent values. The article articulates a theory of
educational goods by reference to six capacities that
children should develop – economic productivity, autonomy,
democratic competence, healthy personal relationships,
treating others as equals, and personal fulfillment. It
demarcates three distributive values – adequacy, equality,
and benefitting the less advantaged. And it distinguishes
several independent values – childhood goods, parents’
interests, respect for democratic processes, and freedom of
residence and occupation.},
Doi = {10.1177/1477878515620887},
Key = {fds317797}
}
@article{fds317798,
Author = {Muschkin, CG and Ladd, HF and Dodge, KA},
Title = {Impact of North Carolina’s Early Childhood Initiatives on
Special Education Placements in Third Grade},
Journal = {Educational Evaluation and Policy Analysis},
Volume = {37},
Number = {4},
Pages = {478-500},
Publisher = {American Educational Research Association
(AERA)},
Year = {2015},
Month = {December},
url = {http://dx.doi.org/10.3102/0162373714559096},
Abstract = {This study examines the community-wide effects of
investments in two early childhood initiatives in North
Carolina (Smart Start and More at Four) on the likelihood of
a student being placed into special education. We take
advantage of variation across North Carolina counties and
years in the timing of the introduction and funding levels
of the two programs to identify their effects on third-grade
outcomes. We find that both programs significantly reduce
the likelihood of special education placement in the third
grade, resulting in considerable cost savings to the state.
The effects of the two programs differ across categories of
disability, but do not vary significantly across subgroups
of children identified by race, ethnicity, and maternal
education levels.},
Doi = {10.3102/0162373714559096},
Key = {fds317798}
}
@article{fds317800,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, J},
Title = {Public Universities, Equal Opportunity, and the Legacy of
Jim Crow: Evidence from North Carolina},
Year = {2015},
Month = {September},
Abstract = {College attendance and completion in the U.S. are strongly
correlated with race and socioeconomic background. Do public
postsecondary institutions themselves exacerbate pre-college
disparities, or reduce them? We address this question using
longitudinal data linking the records of students at North
Carolina’s public four-year universities to their public
K-12 records. As a result of an institutional structure
forged during the period of Jim Crow segregation, black
students who attend the state’s public university system
are likely to experience markedly more racial isolation in
college than they did in middle school. Another, more
positive consequence of this structure is to boost in-state
public four-year college enrollment and graduation by
African-American students relative to white students with
similar backgrounds. Conditional on enrolling in one of the
state’s public universities, however, black students lag
behind whites in grades and graduation rates. Regarding
socioeconomic background, we find that lower-status youth
are less likely to enter the system and less likely to
succeed once they enter than those with higher status. The
socioeconomic gap in graduation rates among matriculants
has, however, declined in recent years.<br><br>Institutional
subscribers to the NBER working paper series, and residents
of developing countries may download this paper without
additional charge at <a href="http://www.nber.org/papers/w??21577"
TARGET="_blank">www.nber.org</a>.<br>},
Key = {fds317800}
}
@article{fds266821,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {The aftermath of accelerating algebra: Evidence from
district policy initiatives},
Pages = {159-188},
Publisher = {University of Wisconsin Press},
Year = {2015},
Month = {January},
ISSN = {0022-166X},
url = {http://dx.doi.org/10.3368/jhr.50.1.159},
Abstract = {The proportion of students taking a first algebra course in
middle school has doubled over the past generation and there
have been calls to make eighth grade algebra universal. We
use significant policy shifts in the timing of algebra in
two large North Carolina districts to infer the impact of
accelerated entry into algebra on student performance in
math courses as students progress through high school. We
find no evidence of a positive mean impact of acceleration
in any specification and significant negative effects on
performance in both Algebra I and the traditional followup
course, Geometry. Accelerating algebra to middle school
appears benign or beneficial for higherperforming students
but unambiguously harmful to the lowest performers. We
consider whether the effects reflect the reliance on
less-qualified teachers and conclude that this mechanism
explains only a small fraction of the result.},
Doi = {10.3368/jhr.50.1.159},
Key = {fds266821}
}
@article{fds317799,
Author = {Clotfelter, CT and Ladd, HF and Muschkin, C and Vigdor,
JL},
Title = {Developmental education in North Carolina community
colleges},
Journal = {Educational Evaluation and Policy Analysis},
Volume = {37},
Number = {3},
Pages = {354-375},
Publisher = {American Educational Research Association
(AERA)},
Year = {2015},
Month = {January},
url = {http://dx.doi.org/10.3102/0162373714547267},
Abstract = {This article contributes to the empirical literature on
remediation in community colleges by using policy variation
across North Carolina’s community colleges to examine how
remediation affects various outcomes for traditional-age
college students. We find that being required to take a
remedial course (as we define it in this article) either in
math or in English significantly reduces a student’s
probability of success in college and also the probability
that a student ever passes a college-level math or English
course. Among students who are required to take a remedial
course in their first semester, however, we find no adverse
effects on the probability of returning for another
semester. We also find differential effects by a student’s
prior achievement level, family income, and gender. Despite
methodological differences, our main findings are generally
consistent with, albeit somewhat more negative, than those
from prior studies based on regression discontinuity
designs.},
Doi = {10.3102/0162373714547267},
Key = {fds317799}
}
@article{fds289585,
Author = {Vigdor, JL and Ladd, HF and Martinez, E},
Title = {Scaling the digital divide: Home computer technology and
student achievement},
Journal = {Economic Inquiry},
Volume = {52},
Number = {3},
Pages = {1103-1119},
Year = {2014},
Month = {January},
ISSN = {0095-2583},
url = {http://dx.doi.org/10.1111/ecin.12089},
Abstract = {Does differential access to computer technology at home
compound the educational disparities between rich and poor?
Would a program of government provision of computers to
early secondary school students reduce these disparities? We
use administrative data on North Carolina public school
students to corroborate earlier surveys that document broad
racial and socioeconomic gaps in home computer access and
use. Using within-student variation in home computer access,
and across-ZIP code variation in the timing of the
introduction of high-speed Internet service, we also
demonstrate that the introduction of home computer
technology is associated with modest, but statistically
significant and persistent negative impacts on student math
and reading test scores. Further evidence suggests that
providing universal access to home computers and high-speed
Internet access would broaden, rather than narrow, math and
reading achievement gaps. © 2014 Western Economic
Association International.},
Doi = {10.1111/ecin.12089},
Key = {fds289585}
}
@article{fds266846,
Author = {Vigdor, JL and Ladd, HF and Martinez, E},
Title = {Scaling the digital divide: Home computer technology and
student achievement},
Pages = {1103-1119},
Publisher = {WILEY},
Year = {2014},
ISSN = {0095-2583},
url = {http://www.nber.org/papers/w16078.pdf},
Doi = {10.1111/ecin.12089},
Key = {fds266846}
}
@misc{fds266853,
Author = {Clotfelter, CT and Ladd, HF and Muschkin, CG and Vigdor,
JL},
Title = {Success in Community College: Do Institutions
Differ?},
Journal = {Research in Higher Education},
Volume = {54},
Number = {7},
Pages = {805-824},
Publisher = {Springer Nature},
Year = {2013},
Month = {November},
ISSN = {0361-0365},
url = {http://www.caldercenter.org/sites/default/files/wp74.pdf},
Abstract = {Community colleges are complex organizations and assessing
their performance, though important, is difficult. Compared
to 4-year colleges and universities, community colleges
serve a more diverse population and provide a wider variety
of educational programs that include continuing education
and technical training for adults, and diplomas, associates
degrees, and transfer credits for recent high school
graduates. Focusing solely on the latter programs of North
Carolina's community colleges, we measure the success of
each college along two dimensions: attainment of an applied
diploma or degree; or completion of the coursework required
to transfer to a 4-year college or university. We address
three questions. First, how much variation is there across
the institutions in these measures of student success?
Second, how do these measures of success differ across
institutions after we adjust for the characteristics of the
enrolled students? Third, how do our measures compare to the
measures of success used by the North Carolina Community
College System? Although we find variation along both
dimensions of success, we also find that part of this
variation is attributable to differences in the kinds of
students who attend various colleges. Once we correct for
such differences, we find that it is not possible to
distinguish most of the system's colleges from one another
along either dimension. Top-performing institutions,
however, can be distinguished from the most poorly
performing ones. Finally, our adjusted rates of success show
little correlation either to measurable aspects of the
various colleges or to the metrics used by the state. ©
2013 Springer Science+Business Media New
York.},
Doi = {10.1007/s11162-013-9295-6},
Key = {fds266853}
}
@article{fds266850,
Author = {Fuller, SC and Ladd, HF},
Title = {School-based accountability and the distribution of teacher
quality across grades in elementary school},
Journal = {Education Finance and Policy},
Volume = {8},
Number = {4},
Pages = {528-559},
Publisher = {MIT Press - Journals},
Year = {2013},
Month = {October},
ISSN = {1557-3060},
url = {http://dx.doi.org/10.1162/EDFP_a_00112},
Abstract = {We use North Carolina data to explore whether the quality of
teachers in the lower elementary grades (K-2) falls short of
teacher quality in the upper grades (3-5) and to examine the
hypothesis that school accountability pressures contribute
to such quality shortfalls. Our concern with the early
grades arises from recent studies highlighting how
children's experiences in those years have lasting effects
on their later outcomes. Using two credentials-based
measures of teacher quality, we document within-school
quality shortfalls in the lower grades, and show that the
shortfalls increased with the introduction of No Child Left
Behind. Consistent with that pattern, we find that schools
responded to accountability pressures by moving their weaker
teachers down to the lower grades and stronger teachers up
to the higher grades. These findings support the view that
accountability pressure induces schools to pursue actions
that work to the disadvantage of children in the lower
grades.© 2013 Association for Education Finance and
Policy.},
Doi = {10.1162/EDFP_a_00112},
Key = {fds266850}
}
@misc{fds266849,
Author = {Ladd, HF and Muschkin, CG and Dodge, KA},
Title = {From Birth to School: Early Childhood Initiatives and
Third-Grade Outcomes in North Carolina},
Journal = {Journal of Policy Analysis and Management},
Volume = {33},
Number = {1},
Pages = {162-187},
Publisher = {WILEY},
Year = {2013},
ISSN = {0276-8739},
url = {http://dx.doi.org/10.1002/pam.21734},
Abstract = {This study examines the community-wide effects of two
statewide early childhood policy initiatives in North
Carolina. One initiative provides funding to improve the
quality of child care services at the county level for all
children between the ages of 0 to 5, and the other provides
funding for preschool slots for disadvantaged
four-year-olds. Differences across counties in the timing of
the rollout and in the magnitude of the state financial
investments per child provide the variation in programs
needed to estimate their effects on schooling outcomes in
third grade. We find robust positive effects of each program
on third-grade test scores in both reading and math. These
effects can best be explained by a combination of direct
benefits for participants and spillover benefits for others.
Our preferred models suggest that the combined average
effects on test scores of investments in both programs at
2009 funding levels are equivalent to two to four months of
instruction in grade 3. © 2013 by the Association for
Public Policy Analysis and Management.},
Doi = {10.1002/pam.21734},
Key = {fds266849}
}
@article{fds304205,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {New destinations, new trajectories? The educational progress
of Hispanic youth in North Carolina.},
Journal = {Child development},
Volume = {83},
Number = {5},
Pages = {1608-1622},
Year = {2012},
Month = {September},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22966926},
Abstract = {Since 1990, Latin American immigrants to the United States
have dispersed beyond traditional gateway regions to a
number of "new destinations." Both theory and past empirical
evidence provide mixed guidance as to whether the children
of these immigrants are adversely affected by residing in a
nontraditional destination. This study uses administrative
public school data to study over 2,800 8- to 18-year-old
Hispanic youth in one new destination, North Carolina.
Conditional on third-grade socioeconomic indicators,
Hispanic youth who arrive by age 9 and remain enrolled in
North Carolina public schools close achievement gaps with
socioeconomically similar White students by sixth grade and
exhibit significantly lower high school dropout rates. Their
performance resembles that of first-generation youth in more
established immigration gateways.},
Doi = {10.1111/j.1467-8624.2012.01797.x},
Key = {fds304205}
}
@article{fds304204,
Author = {Ladd, HF},
Title = {Education and Poverty: Confronting the Evidence},
Journal = {Journal of Policy Analysis and Management},
Volume = {31},
Number = {2},
Pages = {203-227},
Publisher = {WILEY},
Year = {2012},
Month = {March},
ISSN = {0276-8739},
url = {http://hdl.handle.net/10161/6650 Duke open
access},
Abstract = {Current U.S. policy initiatives to improve the U.S.
education system, including No Child Left Behind, test-based
evaluation of teachers, and the promotion of competition are
misguided because they either deny or set to the side a
basic body of evidence documenting that students from
disadvantaged households on average perform less well in
school than those from more advantaged families. Because
these policy initiatives do not directly address the
educational challenges experienced by disadvantaged
students, they have contributed little-and are not likely to
contribute much in the future-to raising overall student
achievement or to reducing achievement and educational
attainment gaps between advantaged and disadvantaged
students. Moreover, such policies have the potential to do
serious harm. Addressing the educational challenges faced by
children from disadvantaged families will require a broader
and bolder approach to education policy than the recent
efforts to reform schools. © 2012 by the Association for
Public Policy Analysis and Management.},
Doi = {10.1002/pam.21615},
Key = {fds304204}
}
@misc{fds266868,
Author = {Ladd, HF and Clotfelter, CT and Vigdor, J},
Title = {New Destinations, New Trajectories? The Educational Progress
of Hispanic Youth in North Carolina, Special Section on
Children from Immigrant Families},
Journal = {Child Development},
Volume = {83},
Number = {5},
Pages = {1608-1622},
Year = {2012},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22966926},
Abstract = {Since 1990, Latin American immigrants to the United States
have dispersed beyond traditional gateway regions to a
number of "new destinations." Both theory and past empirical
evidence provide mixed guidance as to whether the children
of these immigrants are adversely affected by residing in a
nontraditional destination. This study uses administrative
public school data to study over 2,800 8- to 18-year-old
Hispanic youth in one new destination, North Carolina.
Conditional on third-grade socioeconomic indicators,
Hispanic youth who arrive by age 9 and remain enrolled in
North Carolina public schools close achievement gaps with
socioeconomically similar White students by sixth grade and
exhibit significantly lower high school dropout rates. Their
performance resembles that of first-generation youth in more
established immigration gateways.},
Doi = {10.1111/j.1467-8624.2012.01797.x},
Key = {fds266868}
}
@article{fds266874,
Author = {Ladd, HF},
Title = {Education and Poverty: Confronting the Evidence,
Presidential address to the Association for Public Policy
Analysis and Management},
Journal = {Journal of Policy Analysis and Management},
Volume = {31},
Number = {2},
Pages = {203-227},
Year = {2012},
ISSN = {0276-8739},
url = {http://hdl.handle.net/10161/6650},
Abstract = {Current U.S. policy initiatives to improve the U.S.
education system, including No Child Left Behind, test-based
evaluation of teachers, and the promotion of competition are
misguided because they either deny or set to the side a
basic body of evidence documenting that students from
disadvantaged households on average perform less well in
school than those from more advantaged families. Because
these policy initiatives do not directly address the
educational challenges experienced by disadvantaged
students, they have contributed little-and are not likely to
contribute much in the future-to raising overall student
achievement or to reducing achievement and educational
attainment gaps between advantaged and disadvantaged
students. Moreover, such policies have the potential to do
serious harm. Addressing the educational challenges faced by
children from disadvantaged families will require a broader
and bolder approach to education policy than the recent
efforts to reform schools. © 2012 by the Association for
Public Policy Analysis and Management.},
Doi = {10.1002/pam.21615},
Key = {fds266874}
}
@article{fds266862,
Author = {Ladd, HF},
Title = {Teachers' Perceptions of their Working Conditions: How
Predictive of Planned and Actual teacher
Movement?},
Journal = {Educational Evaluation and Policy Analysis},
Volume = {33},
Series = {Summer Issue},
Number = {2},
Pages = {235-261},
Publisher = {American Educational Research Association
(AERA)},
Year = {2011},
Month = {June},
ISSN = {0162-3737},
url = {http://dx.doi.org/10.3102/0162373711398128},
Abstract = {This quantitative study examines the relationship between
teachers' perceptions of their working conditions and their
intended and actual departures from schools. Based on rich
administrative data for North Carolina combined with a 2006
statewide survey administered to all teachers in the state,
the study documents that working conditions are highly
predictive of teachers' intended movement away from their
schools, independent of other school characteristics such as
the racial mix of students. Moreover, school leadership,
broadly defined, emerges as the most salient dimension of
working conditions. Although teachers' perceptions of their
working conditions are less predictive of one-year actual
departure rates than of intended rates, their predictive
power is still on a par with that of other school
characteristics. The models are estimated separately for
elementary, middle and high school teachers and generate
some policy-relevant differences among the three levels. ©
2011 AERA.},
Doi = {10.3102/0162373711398128},
Key = {fds266862}
}
@article{fds266863,
Author = {Ladd, HF and Fiske, EB},
Title = {Weighted student funding in the Netherlands: A model for the
U.S.?},
Journal = {Journal of Policy Analysis and Management},
Volume = {30},
Series = {Summer issue},
Number = {3},
Pages = {470-498},
Publisher = {WILEY},
Year = {2011},
Month = {June},
ISSN = {0276-8739},
url = {http://dx.doi.org/10.1002/pam.20589},
Abstract = {Although a relatively new idea in the U.S., weighted student
funding (WSF) for individual schools has a long history in
the Netherlands. This country of about 16.5 million people
has been using a version of WSF for all its primary schools
(serving children from age 4 to 12) for 25 years. In this
article we describe and evaluate the Dutch system and
explore what insights there might be for the U.S., taking
into account the very different cultural and normative
contexts of the two countries. We find that, compared to
those with few weighted students, Dutch schools with high
proportions of weighted students have almost 60 percent more
teachers per pupil as well as more support staff per
teacher. Even these large resource advantages, however, are
not sufficient by themselves to eliminate all quality
shortfalls in the high-weight schools, where quality is
measured by school policies and practices. We conclude that
weighted student funding for schools within districts in the
U.S. is not likely to deliver the same highly progressive
funding patterns as in the Netherlands because of the
complex, multilayered U.S. education system and the absence
of a political consensus in favor of generous weights. ©
2011 by the Association for Public Policy Analysis and
Management.},
Doi = {10.1002/pam.20589},
Key = {fds266863}
}
@article{fds266866,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {Teacher Mobility, school Segregation, and Pay-Based policies
to level the playing field},
Journal = {Education Finance and Policy},
Volume = {6},
Series = {Summer issue},
Number = {3},
Pages = {399-438},
Publisher = {MIT Press - Journals},
Year = {2011},
Month = {June},
ISSN = {1557-3060},
url = {http://dx.doi.org/10.1162/EDFP_a_00040},
Abstract = {Research has consistently shown that teacher quality is
distributed very unevenly among schools, to the clear
disadvantage of minority students and those from low-income
families. Using North Carolina data on the length of time
individual teachers remain in their schools, we examine the
potential for using salary differentials to overcome this
pattern. We conclude that salary differentials are a far
less effective tool for retaining teachers with strong
preservice qualifications than for retaining other teachers
in schools with high proportions of minority students.
Consequently large salary differences would be needed to
level the playing field when schools are segregated. This
conclusion reflects our finding that teachers with stronger
qualifications are both more responsive to the racial and
socioeconomic mix of a school's students and less responsive
to salary than are their less-qualified counterparts when
making decisions about remaining in their current school,
moving to another school or district, or leaving the
teaching profession. © 2011 Association for Education
Finance and Policy.},
Doi = {10.1162/EDFP_a_00040},
Key = {fds266866}
}
@misc{fds204613,
Author = {H.F. Ladd},
Title = {Brookings volume},
Year = {2011},
Key = {fds204613}
}
@article{fds266860,
Author = {Ladd, HF},
Title = {Comment by Helen F. Ladd},
Journal = {Brookings Papers on Economic Activity},
Number = {2},
Pages = {200-207},
Year = {2010},
Month = {December},
ISSN = {0007-2303},
Key = {fds266860}
}
@article{fds266833,
Author = {Ladd, HF},
Title = {Education Inspectorate Systems in New Zealand and the
Netherlands},
Journal = {Education Finance and Policy},
Volume = {5},
Number = {3},
Pages = {378-392},
Publisher = {MIT Press - Journals},
Year = {2010},
Month = {July},
ISSN = {1557-3060},
url = {http://dx.doi.org/10.1162/edfp_a_00005},
Abstract = {<jats:p> The United States is an outlier with respect to its
heavy emphasis on student test scores for the purposes of
school accountability. Many other countries instead use
school inspection systems that pay more attention to a
school's internal processes and practices. This policy note
focuses on the school inspection systems of New Zealand and
the Netherlands, with the goal of drawing lessons for the
United States. It addresses three main policy issues: For
what should individual schools be held accountable? Should
inspectors be more like coaches or more like judges? And how
independent should they be of policy-making bodies?
</jats:p>},
Doi = {10.1162/edfp_a_00005},
Key = {fds266833}
}
@article{fds266875,
Author = {Ladd, HF and Lauen, DL},
Title = {Status versus growth: The distributional effects of school
accountability policies},
Journal = {Journal of Policy Analysis and Management},
Volume = {29},
Number = {3},
Pages = {426-450},
Publisher = {WILEY},
Year = {2010},
Month = {June},
ISSN = {0276-8739},
url = {http://dx.doi.org/10.1002/pam.20504},
Abstract = {Although the federal No Child Left Behind program judges the
effectiveness of schools based on their students'
achievement status, many policy analysts argue that schools
should be measured, instead, by their students' achievement
growth. Using a 10-year student-level panel data set from
North Carolina, we examine how school-specific pressure
associated with status and growth approaches to school
accountability affect student achievement at different
points in the prior-year achievement distribution.
Achievement gains for students below the proficiency cut
point emerge in schools failing either type of
accountability standard, with the effects clearer for math
than for reading. In contrast to prior research highlighting
the possibility of educational triage, we find little or no
evidence that failing schools in North Carolina ignore the
students far below proficiency under either approach.
Importantly, we find that the status, but not the growth,
approach reduces the reading achievement of higher
performing students. Our analysis suggests that the
distributional effects of accountability pressure depend not
only on the type of pressure for which schools are held
accountable (status or growth), but also the tested subject.
© 2010 by the Association for Public Policy Analysis and
Management.},
Doi = {10.1002/pam.20504},
Key = {fds266875}
}
@article{fds266835,
Author = {Ladd, HF},
Title = {The Money Myth: School Resources, Outcomes, and
Equity},
Journal = {JOURNAL OF ECONOMIC LITERATURE},
Volume = {48},
Number = {1},
Pages = {162-166},
Publisher = {AMER ECONOMIC ASSOC},
Year = {2010},
Month = {March},
ISSN = {0022-0515},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000277762000013&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds266835}
}
@article{fds266861,
Author = {Fiske, B and Ladd, HF},
Title = {The dutch experience with weighted student
funding},
Journal = {Phi Delta Kappan},
Volume = {92},
Number = {1},
Pages = {49-53},
Publisher = {SAGE Publications},
Year = {2010},
Month = {January},
ISSN = {0031-7217},
url = {http://dx.doi.org/10.1177/003172171009200108},
Doi = {10.1177/003172171009200108},
Key = {fds266861}
}
@article{fds266869,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {Teacher credentials and student achievement in high school:
A cross-subject analysis with student fixed
effects},
Journal = {Journal of Human Resources},
Volume = {45},
Number = {3},
Pages = {655-681},
Publisher = {University of Wisconsin Press},
Year = {2010},
Month = {January},
ISSN = {0022-166X},
url = {http://dx.doi.org/10.3368/jhr.45.3.655},
Abstract = {We use data on statewide end-of-course tests in North
Carolina to examine the relationship between teacher
credentials and student achievement at the high school
level. We find compelling evidence that teacher credentials,
particularly licensure and certification, affects student
achievement in systematic ways and that the magnitudes are
large enough to be policy relevant. Our findings imply that
the uneven distribution of teacher credentials by race and
socioeconomic status of high school students-a pattern we
also document-contributes to achievement gaps in high
school. In addition, some troubling findings emerge related
to the gender and race of the teachers. © 2010 by the Board
of Regents of the University of Wisconsin
System.},
Doi = {10.3368/jhr.45.3.655},
Key = {fds266869}
}
@article{fds171045,
Author = {H.F. Ladd and Charles T. Clotfelter and Jacob Vigdor},
Title = {Teacher Credentials and Student Achievement in High School:
A Cross Subject Analysis with Fixed Effects},
Journal = {Journal of Human Resources},
Year = {2010},
url = {http://jhr.uwpress.org/content/45/3/655.full.pdf+html},
Key = {fds171045}
}
@article{fds266879,
Author = {Ladd Edward and HF and Fiske, B},
Title = {The Dutch Experience with Weighted Student Funding: Some
Lessons for the U.S.},
Journal = {Phi Delta Kappan},
Year = {2010},
Key = {fds266879}
}
@article{fds266880,
Author = {Ladd, HF},
Title = {Education Inspectorate Systems in New Zealand and the
Netherlends: ( Policy Brief )},
Journal = {Education Finance and Policy},
Year = {2010},
Key = {fds266880}
}
@article{fds266883,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {The academic achievement gap in grades 3 to
8},
Journal = {Review of Economics and Statistics},
Volume = {91},
Number = {2},
Pages = {398-419},
Publisher = {MIT Press - Journals},
Year = {2009},
Month = {May},
ISSN = {0034-6535},
url = {http://dx.doi.org/10.1162/rest.91.2.398},
Abstract = {Using data for North Carolina public school students in
grades 3 to 8, we examine achievement gaps between white
students and students from other racial and ethnic groups.
We focus on cohorts of students who stay in the state's
public schools for all six years. While the black-white gaps
are sizable and robust, both Hispanic and Asian students
tend to gain on whites as they progress in school. Beyond
simple mean differences, we find that the racial gaps in
math between low-performing students have tended to shrink
as students progress through school, while those for
high-performing students have generally widened. © 2009 by
the President and Fellows of Harvard College and the
Massachusetts Institute of Technology.},
Doi = {10.1162/rest.91.2.398},
Key = {fds266883}
}
@article{fds266843,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {Are Teacher Absences Worth Worrying About in the United
States?},
Journal = {Education Finance and Policy},
Volume = {4},
Number = {2},
Pages = {115-149},
Publisher = {MIT Press - Journals},
Year = {2009},
Month = {April},
ISSN = {1557-3060},
url = {http://dx.doi.org/10.1162/edfp.2009.4.2.115},
Abstract = {<jats:p> Using detailed data from North Carolina, we examine
the frequency, incidence, and consequences of teacher
absences in public schools as well as the impact of a policy
designed to reduce absences. The incidence of teacher
absences is regressive: when schools are ranked by the
fraction of students receiving free or reduced price
lunches, teachers in the lowest income quartile average
almost one extra sick day per school year than teachers in
the highest income quartile, and schools with persistently
high rates of teacher absence were much more likely to serve
low-income than high-income students. In regression models
incorporating teacher fixed effects, absences are associated
with lower student achievement in elementary grades.
Finally, we present evidence that the demand for
discretionary absences is price elastic. Our estimates
suggest that a policy intervention that simultaneously
raises teacher base salaries and broadens financial
penalties for absences could both raise teachers' expected
incomes and lower districts' expected costs.
</jats:p>},
Doi = {10.1162/edfp.2009.4.2.115},
Key = {fds266843}
}
@article{fds266882,
Author = {Bifulco, R and Ladd, HF and Ross, SL},
Title = {The effects of public school choice on those left behind:
Evidence from Durham, North Carolina},
Journal = {Peabody Journal of Education},
Volume = {84},
Number = {2},
Pages = {130-149},
Publisher = {Informa UK Limited},
Year = {2009},
Month = {April},
ISSN = {0161-956X},
url = {http://dx.doi.org/10.1080/01619560902810104},
Abstract = {Using student-level data from Durham, North Carolina, we
examine the potential impact of school choice programs on
the peer environments of students who remain in their
geographically assigned schools. We examine whether the
likelihood of opting out of one's geographically assigned
school differs across groups and compare the actual peer
composition in neighborhood schools to what the peer
composition in those schools would be under a counterfactual
scenario in which all students attend their geographically
assigned schools. We find that many advantaged students have
used school choice programs in Durham to opt out of assigned
schools with concentrations of disadvantaged students and to
attend schools with higher achieving students. Comparisons
of actual peer compositions with the counterfactual scenario
indicate only small differences in peer composition for
nonchoosers on average. More substantial differences in peer
environment emerge, however, for students in schools with
concentrations of disadvantaged students and schools located
near choice schools attractive to high achievers. The
results suggest that expansions of parental choice may have
significant adverse effects on the peer environments of a
particularly vulnerable group of students.},
Doi = {10.1080/01619560902810104},
Key = {fds266882}
}
@article{fds266881,
Author = {Bifulco, R and Ladd, HF and Ross, SL},
Title = {Public school choice and integration evidence from Durham,
North Carolina.},
Journal = {Social science research},
Volume = {38},
Number = {1},
Pages = {71-85},
Year = {2009},
Month = {March},
ISSN = {0049-089X},
url = {http://dx.doi.org/10.1016/j.ssresearch.2008.10.001},
Abstract = {Using evidence from Durham, North Carolina, we examine the
impact of school choice programs on racial and class-based
segregation across schools. Reasonable assumptions about the
distribution of preferences over race, class, and school
characteristics suggest that the segregating choices of
students from advantaged backgrounds are likely to outweigh
any integrating choices by disadvantaged students. The
results of our empirical analysis are consistent with these
theoretical considerations. Using information on the actual
schools students attend and on the schools in their assigned
attendance zones, we find that schools in Durham are more
segregated by race and class as a result of school choice
programs than they would be if all students attended their
geographically assigned schools. In addition, we find that
the effects of choice on segregation by class are larger
than the effects on segregation by race.},
Doi = {10.1016/j.ssresearch.2008.10.001},
Key = {fds266881}
}
@article{fds171042,
Author = {H.F. Ladd and Charles T. Clotfelter and Jacob L.
Vigdor},
Title = {Are Teacher Absences Worth Worrying About in the
U.S.?},
Journal = {Journal of Education Finance},
Volume = {4},
Number = {29},
Year = {2009},
Key = {fds171042}
}
@article{fds266844,
Author = {Ladd, HF},
Title = {School policies and the test score gap},
Pages = {289-319},
Year = {2008},
Month = {December},
Abstract = {On average, black students in the United States achieve at
lower levels than white students do. Recent evidence from
the National Assessment of Educational Progress (NAEP)
indicates, for example, that in 2004 the gap between
thirteen-year-old black and white students was about 0.6
standard deviation in reading and about 0.8 in math. To be
sure, such gaps were far larger in the 1970s, when they
exceeded a full standard deviation in both subjects. The
gaps fell dramatically during the 1970s and 1980s, increased
during the early 1990s, and then fell again between 1999 and
2004. These ups and downs notwithstanding, the persistence
of these gaps is cause for significant policy concern for
reasons discussed elsewhere in this book and in Christopher
Jencks and Meredith Phillips (1998). This volume has drawn
attention to school-related trends such as in the racial
segregation of the schools and the widening disparities in
teacher qualifications between black and white students,
especially at the elementary level, that may have stalled
the convergence of the black and white test scores in the
1990s (see Vigdor and Ludwig, chapter 5, and Corcoran and
Evans, chapter 6, this volume). This chapter picks up from
that analysis and asks what educational policies might be
pursued moving forward to help reduce the black-white test
score gap, or at least to offset some of the other trends
that may tend to widen it, such as rising income and social
inequality. Of particular interest for this review are
school policies and strategies that have been proposed or
justified-at least in part-on the basis of their potential
for reducing black-white test score gaps. As will become
apparent, not all the proposed strategies are likely to be
effective in that regard and their net effect on the size of
the gap is likely to be relatively small. This discussion is
divided into five sets of policy strategies. The first two
focus on teachers, but from quite different perspectives.
One set relates to the assignment of students to schools,
with attention to how racial segregation of students affects
the quality of teachers for black students relative to white
students. The other focuses on more direct interventions
designed to improve the quality of the teachers of black
students. The third set includes the nonteacher strategies
of reducing class size and implementing whole school reform.
The fourth and fifth sets emerge from a more systemic view
of the educational challenge and are designed to change the
incentives throughout the education system. Included here
are both top-down accountability strategies designed to hold
schools accountable for the performance of their students
and bottom up strategies such as increased parental choice
and competition designed either to improve schooling options
for certain groups of students or to make use of market type
pressures to improve educational outcomes. The main thrust
of this chapter is that though none of the strategies
discussed here is likely to be powerful enough to offset the
powerful nonschool social forces that contribute to the
racial achievement gap, school related strategies are a
necessary component of any overall effort to reduce such
gaps. Moreover, the failure of education policy makers to be
vigilant about the aspects of the problem over which they do
have some control could well lead to even greater gaps in
the future or to lost opportunities to reduce them.
Copyright © 2008 by Russell Sage Foundation.},
Key = {fds266844}
}
@article{fds266884,
Author = {Cordes, J and Conger, D and Ladd, H and Luger, M},
Title = {Undergraduate and doctoral education in public policy: What?
Why? Why not? Whereto?},
Journal = {Journal of Policy Analysis and Management},
Volume = {27},
Number = {4},
Pages = {1009-1026},
Publisher = {WILEY},
Year = {2008},
Month = {September},
ISSN = {0276-8739},
url = {http://dx.doi.org/10.1002/pam.20370},
Doi = {10.1002/pam.20370},
Key = {fds266884}
}
@article{fds266859,
Author = {Atkinson, AB and Cnossen, S and Ladd, HF and Mieszkowski, P and Pestieau, P and Samuelson, PA},
Title = {Commemorating Richard Musgrave (1910-2007)},
Journal = {FinanzArchiv},
Volume = {64},
Number = {2},
Pages = {145-170},
Publisher = {Mohr Siebeck},
Year = {2008},
Month = {June},
ISSN = {0015-2218},
url = {http://dx.doi.org/10.1628/001522108X334821},
Doi = {10.1628/001522108X334821},
Key = {fds266859}
}
@article{fds266886,
Author = {Clotfelter, C and Glennie, E and Ladd, H and Vigdor,
J},
Title = {Would higher salaries keep teachers in high-poverty schools?
Evidence from a policy intervention in North
Carolina},
Journal = {Journal of Public Economics},
Volume = {92},
Number = {5-6},
Pages = {1352-1370},
Publisher = {Elsevier BV},
Year = {2008},
Month = {June},
ISSN = {0047-2727},
url = {http://dx.doi.org/10.1016/j.jpubeco.2007.07.003},
Abstract = {For a three-year time period beginning in 2001, North
Carolina awarded an annual bonus of $1800 to certified math,
science and special education teachers working in public
secondary schools with either high-poverty rates or low test
scores. Using longitudinal data on teachers, we estimate
hazard models that identify the impact of this differential
pay by comparing turnover patterns before and after the
program's implementation, across eligible and ineligible
categories of teachers, and across eligible and
barely-ineligible schools. Results suggest that this bonus
payment was sufficient to reduce mean turnover rates of the
targeted teachers by 17%. Experienced teachers exhibited the
strongest response to the program. Finally, the effect of
the program may have been at least partly undermined by the
state's failure to fully educate teachers regarding the
eligibility criteria. Our estimates most likely underpredict
the potential outcome of a program of permanent salary
differentials operating under complete information. © 2007
Elsevier B.V. All rights reserved.},
Doi = {10.1016/j.jpubeco.2007.07.003},
Key = {fds266886}
}
@article{fds266832,
Author = {Ladd, HF and Fiske, EB},
Title = {Handbook of Research in Education Finance and
Policy},
Journal = {Education Finance and Policy},
Volume = {3},
Number = {1},
Pages = {149-150},
Publisher = {MIT Press - Journals},
Year = {2008},
Month = {January},
ISSN = {1557-3060},
url = {http://dx.doi.org/10.1162/edfp.2008.3.1.149},
Doi = {10.1162/edfp.2008.3.1.149},
Key = {fds266832}
}
@article{fds266888,
Author = {Clotfelter, CT and Glennie, EJ and Ladd, HF and Vigdor,
JL},
Title = {Teacher bonuses and teacher retention in low-performing
schools: Evidence from the North Carolina $1,800 teacher
bonus program},
Journal = {Public Finance Review},
Volume = {36},
Number = {1},
Pages = {63-87},
Publisher = {SAGE Publications},
Year = {2008},
Month = {January},
ISSN = {1091-1421},
url = {http://pfr.sagepub.com/cgi/reprint/36/1/63},
Abstract = {Between 2001 and 2004, the state of North Carolina gave an
annual salary bonus of $1,800 to certified math, science,
and special education teachers in a set of low-performing
and/or high-poverty secondary schools. Eligible teachers
were to continue receiving the bonus as long as they
continued in the school. In a survey of teachers and
principals, the authors find evidence that school personnel
favor the use of monetary incentives to increase the
attractiveness of their workplace but were skeptical that
the amount of the bonus would be sufficient to reduce the
high turnover rates in their schools. Preliminary evidence
on turnover rates supports this skepticism. Given that the
survey evidence reveals widespread misunderstanding of the
retention incentives incorporated into the program, the
authors conclude that the bonus program was hampered by a
series of flaws in design and implementation. © 2008 Sage
Publications.},
Doi = {10.1177/1091142106291662},
Key = {fds266888}
}
@article{fds266876,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {School Segregation Under Color-blind Jurisprudence: The Case
of North Carolina},
Journal = {Virginia Journal of Social Policy and the
Law},
Volume = {16},
Number = {1},
Year = {2008},
Key = {fds266876}
}
@article{fds266885,
Author = {Ladd, HF},
Title = {Reflections on Equity, Adequacy, and Weighted Student
Funding},
Journal = {Journal of Education Finance and Policy},
Volume = {3},
Number = {4},
Pages = {402-423},
Publisher = {MIT Press - Journals},
Year = {2008},
url = {http://dx.doi.org/10.1162/edfp.2008.3.4.402},
Abstract = {<jats:p> Within the context of the school finance
literature, the concepts of equity and adequacy raise a
number of complex definitional and pragmatic issues. The
purpose of this article is to clarify those issues and to
use those concepts to evaluate the recent policy proposal
called weighted student funding (WSF). Though WSF contains
some equity-enhancing elements, it could fall short of its
equity goals because of imperfect weights. This approach
also fails to take full account of the concentrations of
challenging-to-educate students and their effects on the
distribution of teachers. In addition, the WSF proposal can
be faulted for paying no attention to adequacy, potentially
stigmatizing individual students, and placing so much focus
on individual schools. A more complete evaluation of WSF
would require a broader institutional perspective that
extends beyond the equity and adequacy considerations of
this article. </jats:p>},
Doi = {10.1162/edfp.2008.3.4.402},
Key = {fds266885}
}
@article{fds266877,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {Teacher credentials and student achievement: Longitudinal
analysis with student fixed effects},
Pages = {673-682},
Publisher = {Elsevier BV},
Year = {2007},
Month = {December},
ISSN = {0272-7757},
url = {http://dx.doi.org/10.1016/j.econedurev.2007.10.002},
Abstract = {We use a rich administrative dataset from North Carolina to
explore questions related to the relationship between
teacher characteristics and credentials on the one hand and
student achievement on the other. Though the basic questions
underlying this research are not new-and, indeed, have been
explored in many papers over the years within the rubric of
the "education production function"-the availability of data
on all teachers and students in North Carolina over a
10-year period allows us to explore them in more detail than
has been possible in previous studies. We conclude that a
teacher's experience, test scores and regular licensure all
have positive effects on student achievement, with larger
effects for math than for reading. Taken together the
various teacher credentials exhibit quite large effects on
math achievement, whether compared to the effects of changes
in class size or to the socio-economic characteristics of
students.},
Doi = {10.1016/j.econedurev.2007.10.002},
Key = {fds266877}
}
@article{fds266887,
Author = {Bifulco, R and Ladd, HF},
Title = {School choice, racial segregation, and test-score gaps:
Evidence from North Carolina's charter school
program},
Journal = {Journal of Policy Analysis and Management},
Volume = {26},
Number = {1},
Pages = {31-56},
Publisher = {WILEY},
Year = {2007},
Month = {Winter},
ISSN = {0276-8739},
url = {http://dx.doi.org/10.1002/pam.20226},
Abstract = {Using panel data that track individual students from year to
year, we examine the effects of charter schools in North
Carolina on racial segregation and black-white test score
gaps. We find that North Carolina's system of charter
schools has increased the racial isolation of both black and
white students, and has widened the achievement gap.
Moreover, the relatively large negative effects of charter
schools on the achievement of black students is driven by
students who transfer into charter schools that are more
racially isolated than the schools they have left. Our
analysis of charter school choices suggests that asymmetric
preferences of black and white charter school students (and
their families) for schools of different racial compositions
help to explain why there are so few racially balanced
charter schools. © 2006 by the Association for Public
Policy Analysis and Management.},
Doi = {10.1002/pam.20226},
Key = {fds266887}
}
@article{fds340391,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {Are Teacher Absences Worth Worrying About in the
U.S.?},
Year = {2007},
Month = {November},
Abstract = {Using detailed data from North Carolina, we examine the
frequency, incidence, and consequences of teacher absences
in public schools, as well as the impact of an absence
disincentive policy. The incidence of teacher absences is
regressive: schools in the poorest quartile averaged almost
one extra sick day per teacher than schools in the highest
income quartile, and schools with persistently high rates of
teacher absence were much more likely to serve low-income
than high-income students. In regression models
incorporating teacher fixed effects, absences are associated
with lower student achievement in elementary grades.
Finally, we present evidence that the demand for
discretionary absences is price-elastic. Our estimates
suggest that a policy intervention that simultaneously
raised teacher base salaries and broadened financial
penalties for absences could both raise teachers' expected
income and lower districts' expected costs.},
Key = {fds340391}
}
@article{fds266892,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL and Wheeler,
J},
Title = {High Poverty Schools and the Distribution of Teachers and
Principals},
Journal = {North Carolina Law Review},
Volume = {85},
Number = {5},
Pages = {1345-1380},
Year = {2007},
Month = {June},
url = {http://www.pubpol.duke.edu/research/papers/SAN06-08.pdf},
Key = {fds266892}
}
@article{fds266890,
Author = {Ladd, HF},
Title = {Teacher labor markets in developed countries.},
Journal = {The Future of children},
Volume = {17},
Number = {1},
Pages = {201-217},
Year = {2007},
Month = {January},
ISSN = {1054-8289},
url = {http://dx.doi.org/10.1353/foc.2007.0006},
Abstract = {Helen Ladd takes a comparative look at policies that the
world's industrialized countries are using to assure a
supply of high-quality teachers. Her survey puts U.S.
educational policies and practices into international
perspective. Ladd begins by examining teacher salaries-an
obvious, but costly, policy tool. She finds, perhaps
surprisingly, that students in countries with high teacher
salaries do not in general perform better on international
tests than those in countries with lower salaries. Ladd does
find, however, that the share of underqualified teachers in
a country is closely related to salary. In high-salary
countries like Germany, Japan, and Korea, for example, only
4 percent of teachers are underqualified, as against more
than 10 percent in the United States, where teacher
salaries, Ladd notes, are low relative to those in other
industrialized countries. Teacher shortages also appear to
stem from policies that make salaries uniform across
academic subject areas and across geographic regions.
Shortages are especially common in math and science, in
large cities, and in rural areas. Among the policy
strategies proposed to deal with such shortages is to pay
teachers different salaries according to their subject area.
Many countries are also experimenting with financial
incentive packages, including bonuses and loans, for
teachers in specific subjects or geographic areas. Ladd
notes that many developed countries are trying to attract
teachers by providing alternative routes into teaching,
often through special programs in traditional teacher
training institutions and through adult education or
distance learning programs. To reduce attrition among new
teachers, many developed countries have also been using
formal induction or mentoring programs as a way to improve
new teachers' chances of success. Ladd highlights the need
to look beyond a single policy, such as higher salaries, in
favor of broad packages that address teacher preparation and
certification, working conditions, the challenges facing new
teachers, and the distribution of teachers across geographic
areas.},
Doi = {10.1353/foc.2007.0006},
Key = {fds266890}
}
@article{fds266870,
Author = {Ladd, HF and Figlio, D},
Title = {The Economics of School Accountability},
Journal = {International Encyclopedia of Education},
Pages = {374-379},
Publisher = {Elsevier},
Year = {2007},
url = {http://dx.doi.org/10.1016/B978-0-08-044894-7.01262-8},
Abstract = {This article details the rationales behind school
accountability systems and discusses the mechanisms through
which these systems could improve student achievement in the
impacted schools. Although school accountability systems
provide incentives for increased test performance, they can
also have unintended consequences, and the design of such
accountability systems can play an important role in
determining their success. We summarize the current evidence
on the performance and unintended consequences of school
accountability systems in the United States, though the
issues are fundamentally similar elsewhere in the world. ©
2010 Elsevier Ltd. All rights reserved.},
Doi = {10.1016/B978-0-08-044894-7.01262-8},
Key = {fds266870}
}
@article{fds266898,
Author = {Bifulco, R and Ladd, HF},
Title = {Institutional change and coproduction of public services:
The effect of charter schools on parental
involvement},
Journal = {Journal of Public Administration Research and
Theory},
Volume = {16},
Number = {4},
Pages = {553-576},
Publisher = {Oxford University Press (OUP)},
Year = {2006},
Month = {October},
ISSN = {1053-1858},
url = {http://hdl.handle.net/10161/6651 Duke open
access},
Abstract = {Recent discussions of school choice have revived arguments
that the decentralization of governing institutions can
enhance the quality of public services by increasing the
participation of intended beneficiaries in the production of
those services. We use data from the Schools and Staffing
Survey to examine the extent to which the decentralization
of authority to charter schools induces parents to become
more involved in their children's schools. We find that
parents are indeed more involved in charter schools than in
observationally similar public schools, especially in urban
elementary and middle schools. Although we find that this
difference is partly attributable to measurable
institutional and organizational factors, we also find that
charter schools tend to be established in areas with
above-average proportions of involved parents, and we find
suggestive evidence that, within those areas, it is the more
involved parents who tend to select into charter schools.
Thus, while the institutional characteristics of charter
schools do appear to induce parents to become more involved
in their children's schools, such characteristics are only
part of the explanation for the greater parental involvement
in charter schools than in traditional public schools. ©
The Author 2005. Published by Oxford University Press. All
rights reserved.},
Doi = {10.1093/jopart/muj001},
Key = {fds266898}
}
@article{fds266858,
Author = {Fiske, E and Ladd, H},
Title = {Racial equity in education: How far has South Africa
come?},
Journal = {Perspectives in Education},
Volume = {24},
Series = {Special Issue on Education Finance},
Number = {2},
Pages = {95-108},
Editor = {Jonathan Jansen},
Year = {2006},
Month = {June},
ISSN = {0258-2236},
Abstract = {A major task of South Africa's new government in 1994 was to
design a more racially equitable education system. This
article evaluates progress towards this goal using three
concepts of equity: equal treatment by race, equal
educational opportunity, and educational adequacy. The
authors find that the country moved quickly towards a
race-blind system, including race-blind policies for
allocating state funds to schools. Progress measured by the
other two criteria, however, has been constrained by the
legacy of apartheid, including poor facilities and lack of
human capacity in schools serving black students, and by
policies concerning school fees. The article concludes with
some thoughts on the future outlook.},
Key = {fds266858}
}
@article{fds266828,
Author = {Bifulco, R and Ladd, HF},
Title = {The Impacts of Charter Schools on Student Achievement:
Evidence from North Carolina},
Journal = {Education Finance and Policy},
Volume = {1},
Number = {1},
Pages = {50-90},
Publisher = {MIT Press - Journals},
Year = {2006},
Month = {March},
ISSN = {1557-3060},
url = {http://dx.doi.org/10.1162/edfp.2006.1.1.50},
Abstract = {<jats:p> Using an individual panel data set to control for
student fixed effects, we estimate the impact of charter
schools on students in charter schools and in nearby
traditional public schools. We find that students make
considerably smaller achievement gains in charter schools
than they would have in public schools. The large negative
estimates of the effects of attending a charter school are
neither substantially biased, nor substantially offset, by
positive impacts of charter schools on traditional public
schools. Finally, we find suggestive evidence that about 30
percent of the negative effect of charter schools is
attributable to high rates of student turnover.
</jats:p>},
Doi = {10.1162/edfp.2006.1.1.50},
Key = {fds266828}
}
@article{fds266865,
Author = {Clotfelter, C and Ladd, H and Vigdor., J},
Title = {Federal Oversight, Local Control, and the Specter of
'Resegregation' in Southern},
Journal = {American Law & Economics Review},
Volume = {8},
Number = {2},
Pages = {1-43},
Year = {2006},
Month = {Summer},
ISSN = {1465-7252},
url = {http://hdl.handle.net/10161/6930 Duke open
access},
Abstract = {Analyzing data for the 100 largest districts in the South
and Border states, we ask whether there is evidence of
"resegregation" of school districts and whether levels of
segregation can be linked to judicial decisions. We
distinguish segregation measures based on racial isolation
from those based on racial imbalance. Only one measure of
racial isolation suggests that districts in these regions
experienced resegregation between 1994 and 2004, and changes
in this measure appear to be driven largely by the rising
nonwhite percentage in the student population rather than by
district policies. Although we find no time trend in racial
imbalance over this period, we find that variations in
racial imbalance across districts are nonetheless associated
with judicial declarations of unitary status, suggesting
that segregation in schools might have declined had it not
been for the actions of federal courts. © 2006 Oxford
University Press.},
Doi = {10.1093/aler/ahl002},
Key = {fds266865}
}
@article{fds266878,
Author = {Clotfelter, C and Ladd, H and Vigdor., J},
Title = {Teacher-Student Matching and the Assessment of Teacher
Effectiveness},
Journal = {Journal of Human Resources},
Volume = {41},
Number = {4},
Pages = {778-820},
Year = {2006},
Month = {Fall},
ISSN = {0022-166X},
url = {http://www.nber.org/papers/w11936},
Abstract = {Administrative data on fifth grade students in North
Carolina shows that more highly qualified teachers tend to
be matched with more advantaged students, both across
schools and in many cases within them. This matching biases
estimates of the relationship between teacher
characteristics and achievement; we isolate this bias in
part by focusing on schools where students are distributed
relatively evenly across classrooms. Teacher experience is
consistently associated with achievement; teacher licensure
test scores associate with math achievement. These returns
display a form of heterogeneity across students that may
help explain why the observed form of teacher-student
matching persists in equilibrium. © 2006 by the Board of
Regents of the University of Wisconsin System.},
Key = {fds266878}
}
@article{fds266894,
Author = {Bifulco, HFLWR},
Title = {Results [about charter schools] from the Tar Heel
State},
Journal = {Education Next},
Pages = {60-66},
Year = {2005},
Month = {Fall},
Key = {fds266894}
}
@article{fds266857,
Author = {Bifulco, R and Ladd, HF},
Title = {Results from the tar heel state},
Journal = {Education Next},
Volume = {5},
Number = {4},
Pages = {60-66},
Year = {2005},
Month = {September},
ISSN = {1539-9672},
url = {http://hdl.handle.net/10161/6990 Duke open
access},
Key = {fds266857}
}
@article{fds343234,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {Federal Oversight, Local Control, and the Specter of
"Resegregation" in Southern Schools},
Year = {2005},
Month = {January},
Key = {fds343234}
}
@article{fds266841,
Author = {Ladd, HF},
Title = {Public sector management in New Zealand: Lessons and
challenges},
Journal = {Journal of Policy Analysis and Management},
Volume = {24},
Number = {1},
Pages = {193-196},
Publisher = {WILEY},
Year = {2005},
url = {http://dx.doi.org/10.1002/pam.20080},
Doi = {10.1002/pam.20080},
Key = {fds266841}
}
@article{fds266889,
Author = {Clotfelter, C and Ladd, H and Vigdor, J},
Title = {Who Teaches Whom? Race and the Distribution of Novice
Teachers},
Journal = {Economics of Education Review},
Volume = {24},
Number = {4},
Pages = {377-392},
Year = {2005},
url = {http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VB9-4FNP2N4-1-K&_cdi=5921&_user=38557&_orig=browse&_coverDate=08%2F31%2F2005&_sk=999759995&view=c&wchp=dGLbVzz-zSkWz&_valck=1&md5=59875a0413682cdf8d72808d247a2bd4&ie=/sdarticle.pdf},
Abstract = {This paper focuses on one potentially important contributor
to the achievement gap between black and white students,
differences in their exposure to novice teachers. We present
a model that explores the pressures that may lead school
administrators to distribute novice teachers unequally
across or within schools. Using a rich micro-level data set
provided by the North Carolina Department of Public
Instruction, we find that novice teachers are distributed
among schools and among classrooms within schools in a way
that disadvantages black students. © 2004 Elsevier Ltd. All
rights reserved.},
Doi = {10.1016/j.econedurev.2004.06.008},
Key = {fds266889}
}
@article{fds266847,
Author = {Ladd, HF},
Title = {Comment: The partially subsidized muse: Estimating the value
and incidence of public support received by nonprofit arts
organizations},
Journal = {City Taxes, City Spending: Essays in Honor of Dick
Netzer},
Pages = {241-243},
Publisher = {Edward Elgar Publishing},
Year = {2004},
Month = {December},
url = {http://dx.doi.org/10.4337/9781845421632.00015},
Doi = {10.4337/9781845421632.00015},
Key = {fds266847}
}
@article{fds266873,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL and Diaz,
RA},
Title = {Do School Accountability Systems Make It More Difficult for
Low-Performing Schools to Attract and Retain High-Quality
Teachers?},
Journal = {Journal of Policy Analysis and Management},
Volume = {23},
Number = {2},
Pages = {251-271},
Publisher = {WILEY},
Year = {2004},
Month = {March},
ISSN = {0276-8739},
url = {http://dx.doi.org/10.1002/pam.20003},
Abstract = {Administrative data from North Carolina are used to explore
the extent to which that state's relatively sophisticated
school-based accountability system has exacerbated the
challenges that schools serving low-performing students face
in retaining and attracting high-quality teachers. Most
clear are the adverse effects on retention rates, and hence
on teacher turnover, in such schools. Less clear is the
extent to which that higher turnover has translated into a
decline in the average qualifications of the teachers in the
low-performing schools. Other states with more primitive
accountability systems can expect even greater adverse
effects on teacher turnover in low-performing schools. ©
2004 by the Association for Public Policy Analysis and
Management.},
Doi = {10.1002/pam.20003},
Key = {fds266873}
}
@article{fds266891,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {Segregation and Resegregation in North Carolina's Public
School Classrooms},
Journal = {North Carolina Law Review},
Volume = {81},
Number = {4},
Pages = {1463-1511},
Year = {2003},
Month = {May},
Key = {fds266891}
}
@article{fds266895,
Author = {Ladd, HF and Fiske, EB},
Title = {Does competition improve teaching and learning? Evidence
from New Zealand},
Journal = {Educational Evaluation and Policy Analysis},
Volume = {25},
Number = {1},
Pages = {97-112},
Publisher = {American Educational Research Association
(AERA)},
Year = {2003},
Month = {Spring},
url = {http://dx.doi.org/10.3102/01623737025001095},
Abstract = {Central to the argument for more competition in education is
that it will induce schools to provide higher quality
education at no greater cost. This article sheds new light
on this issue by measuring how competition among New
Zealand's schools affected student learning as perceived by
teachers and principals. The analysis builds on the fact
that New Zealand's introduction of full parental choice in
1992 increased competitive pressures more for some schools
than for others. With careful attention to various potential
threats to validity, we conclude that competition - as
perceived by teachers generated negative effects on the
quality of student learning and other aspects of schooling
in New Zealand's elementary schools.},
Doi = {10.3102/01623737025001095},
Key = {fds266895}
}
@article{fds46504,
Author = {H.F. Ladd},
Title = {School Vouchers: A Critical View},
Journal = {Journal of Economic Perspectives},
Volume = {16},
Number = {4},
Pages = {3-24},
Year = {2002},
Month = {November},
Key = {fds46504}
}
@article{fds266899,
Author = {Ladd, HF and Zelli, A},
Title = {School-based accountability in North Carolina: The responses
of school principals},
Journal = {Educational Administration Quarterly},
Volume = {38},
Number = {4},
Pages = {494-529},
Publisher = {SAGE Publications},
Year = {2002},
Month = {October},
url = {http://dx.doi.org/10.1177/001316102237670},
Abstract = {Surprisingly little is known about the impact of
school-based accountability systems, which are one component
of the larger standards-based reform effort in education.
Using two waves of survey data from a random sample of
school principals in North Carolina, the authors investigate
the reported behavioral responses of principals to that
state's highly touted accountability system. Their analysis
indicates that the state's ABCs program is a powerful tool
for changing the behavior of school principals in both
intended and unintended ways. Because of its power, the
authors conclude that policy makers should use such a tool
cautiously.},
Doi = {10.1177/001316102237670},
Key = {fds266899}
}
@article{fds266939,
Author = {Ladd, HF},
Title = {School vouchers: A critical view},
Journal = {Journal of Economic Perspectives},
Volume = {16},
Number = {4},
Pages = {3-24},
Publisher = {American Economic Association},
Year = {2002},
Month = {September},
url = {http://hdl.handle.net/10161/7025 Duke open
access},
Doi = {10.1257/089533002320950957},
Key = {fds266939}
}
@article{fds266897,
Author = {Walsh, HFLWR},
Title = {Implementing Value-Added Measures of School Effectiveness:
Getting the Incentives Right},
Journal = {Economics of Education Review},
Volume = {21},
Number = {1},
Pages = {1-17},
Publisher = {Elsevier BV},
Year = {2002},
Month = {February},
url = {http://dx.doi.org/10.1016/s0272-7757(00)00039-x},
Doi = {10.1016/s0272-7757(00)00039-x},
Key = {fds266897}
}
@article{fds266871,
Author = {Johnson, HFLWM and Ludwig, J},
Title = {The Benefits and Costs of Residenital Mobility Programs for
the Poor},
Journal = {Housing Studies},
Volume = {17},
Number = {1},
Pages = {125-138},
Publisher = {Informa UK Limited},
Year = {2002},
url = {http://dx.doi.org/10.1080/02673030120105947},
Doi = {10.1080/02673030120105947},
Key = {fds266871}
}
@article{fds266937,
Author = {Ladd, HF and Murray, SE},
Title = {Intergenerational conflict reconsidered: County demographic
structure and the demand for public education},
Journal = {Economics of Education Review},
Volume = {20},
Number = {4},
Pages = {343-357},
Publisher = {Elsevier BV},
Year = {2001},
Month = {August},
url = {http://dx.doi.org/10.1016/S0272-7757(00)00058-3},
Abstract = {The observation that the elderly may be less willing to
support K-12 education than other voters raises the specter
of decreasing support for schools as the US population ages.
In this article, we examine that support using a national
panel of counties over time. Building on earlier models
estimated for state level data, we conclude that the direct
differential effect within each county of the presence of
elderly households is not distinguishable from zero but that
the elderly have the potential to affect spending on
education indirectly through where they live. To the extent
that the elderly live in counties with low proportions of
children, the tax price of education in other counties is
higher which could in turn reduce financial support for
education in those counties. Thus one cannot predict the
impact of an increasing share of the elderly on education
spending without paying attention to how the elderly are
likely to be distributed among counties relative to
children. © 2001 Elsevier Science Ltd. All rights
reserved.},
Doi = {10.1016/S0272-7757(00)00058-3},
Key = {fds266937}
}
@article{fds266938,
Author = {Ladd, HF},
Title = {School Based Educational Accountability Systems: The Promise
and the Pitfalls},
Journal = {National Tax Journal},
Volume = {LIV},
Number = {2},
Pages = {385-400},
Year = {2001},
Month = {June},
Key = {fds266938}
}
@article{fds304203,
Author = {Ladd, HF},
Title = {School-based educational accountability systems: The promise
and the pitfalls},
Journal = {National Tax Journal},
Volume = {54},
Number = {2},
Pages = {385-400},
Publisher = {National Tax Association},
Year = {2001},
Month = {January},
url = {http://dx.doi.org/10.17310/ntj.2001.2.09},
Doi = {10.17310/ntj.2001.2.09},
Key = {fds304203}
}
@article{fds345652,
Author = {Fiske, EB and Ladd, HF},
Title = {Self-governing schools and accountability in New
Zealand},
Journal = {Prospects},
Volume = {31},
Number = {4},
Pages = {537-552},
Year = {2001},
Month = {January},
url = {http://dx.doi.org/10.1007/BF03220038},
Doi = {10.1007/BF03220038},
Key = {fds345652}
}
@article{fds266893,
Author = {Ludwig, HFLWJ and Duncan, G},
Title = {The Effects of Urban Poverty on Educational Outcomes:
Evidence from a Randomized Experiment},
Journal = {Brookings-Wharton Papers on Urban Affairs},
Volume = {2},
Year = {2001},
Key = {fds266893}
}
@article{fds266896,
Author = {Ladd, HF and Fiske, EB},
Title = {The uneven playing field of school choice: Evidence from New
Zealand},
Journal = {Journal of Policy Analysis and Management},
Volume = {20},
Number = {1},
Pages = {43-64},
Publisher = {WILEY},
Year = {2001},
Month = {Winter},
url = {http://dx.doi.org/10.1002/1520-6688(200124)20:1<43::AID-PAM1003>3.0.CO;2-4},
Abstract = {New Zealand's 10-year experience with self-governing schools
operating in a competitive environment provides new insights
into school choice initiatives now being hotly debated in
the United States with limited evidence. This article
examines how New Zealand's system of parental choice of
schools played out in that country's three major urban areas
with particular emphasis on the sorting of students by
ethnic and socioeconomic status. The analysis documents that
schools with large initial proportions of minorities (Maori
and Pacific Island students in the New Zealand context) were
at a clear disadvantage in the educational market place
relative to other schools and that the effect was to
generate a system in which gaps between the "successful" and
the "unsuccessful" schools became wider. © 2001 by the
Association for Public Policy Analysis and
Management.},
Doi = {10.1002/1520-6688(200124)20:1<43::AID-PAM1003>3.0.CO;2-4},
Key = {fds266896}
}
@article{fds266855,
Author = {Ladd, HF and Ludwig, J},
Title = {MTO: A residential relocation demonstration program in the
United States},
Journal = {Journal of Housing and the Built Environment},
Volume = {14},
Number = {1},
Pages = {61-79},
Year = {1999},
Month = {January},
ISSN = {1566-4910},
url = {http://dx.doi.org/10.1007/bf02496541},
Abstract = {This article provides an overview of an experimental
residential relocation program sponsored by the U.S.
Department of Housing and Urban Development known as Moving
to Opportunity (MTO), currently in operation in five U.S.
cities: Baltimore, Boston, Chicago, Los Angeles, and New
York. Because families are randomly assigned to three
groups, each of which receives a different bundle of housing
services, MTO provides a unique opportunity to learn more
about the effects of concentrated urban poverty on the
outcomes of families. Yet residential relocation can be an
effective anti-poverty strategy only if families
successfully relocate and if their new neighborhoods
translate into improved labor-market, educational, or other
outcomes. We illustrate the potential as well as the limits
of residential relocation policies by focusing on the
relationship between the housing market and educational
opportunities in the Baltimore demonstration
site.},
Doi = {10.1007/bf02496541},
Key = {fds266855}
}
@article{fds266936,
Author = {Ladd, HF},
Title = {The Dallas school accountability and incentive program: An
evaluation of its impacts on student outcomes},
Journal = {Economics of Education Review},
Volume = {18},
Number = {1},
Pages = {1-16},
Publisher = {Elsevier BV},
Year = {1999},
Month = {January},
url = {http://dx.doi.org/10.1016/s0272-7757(97)00044-7},
Abstract = {Consistent with the current emphasis on performance-based
accountability in K-12 education, several states and a few
local districts have introduced school-based incentive
programs. This paper provides one of the few evaluations of
the effects of such programs on student outcomes. Using a
panel data set for schools in large Texas cities, it
measures the gains in student performance in Dallas relative
to those in other cities. It finds positive and relatively
large effects for Hispanic and white seventh graders, but
not for black students. Potentially positive effects also
emerge for drop-out rates and principal turnover rates.[JEL
I20].},
Doi = {10.1016/s0272-7757(97)00044-7},
Key = {fds266936}
}
@article{fds266935,
Author = {Ludwig, HFLWJ},
Title = {Residential Relocation Policies in the United States: The
Moving to Opportunity Demonstration},
Journal = {Netherlands Journal of Housing and the Built
Environment},
Volume = {14},
Number = {1},
Year = {1999},
Key = {fds266935}
}
@article{fds266934,
Author = {Ladd, HF},
Title = {Evidence on Discrimination in Mortgage Lending},
Journal = {Journal of Economic Perspectives},
Volume = {12},
Number = {2},
Pages = {41-62},
Publisher = {American Economic Association},
Year = {1998},
Month = {January},
url = {http://dx.doi.org/10.1257/jep.12.2.41},
Doi = {10.1257/jep.12.2.41},
Key = {fds266934}
}
@article{fds266933,
Author = {Ladd, HF and Ludwig, J},
Title = {Federal Housing Assistance, Residential Relocation, and
Educational Opportunities: Evidence from
Baltimore},
Journal = {American Economic Review},
Volume = {87},
Number = {2},
Pages = {272-277},
Year = {1997},
Month = {May},
Key = {fds266933}
}
@article{fds266904,
Author = {Ladd, HF},
Title = {Catalyst for Learning: Recognition and Reward Programs in
the Public Schools},
Journal = {The Brookings Review},
Pages = {14-17},
Year = {1996},
Month = {Summer},
Key = {fds266904}
}
@article{fds266837,
Author = {Ladd, HF},
Title = {The price of federalism by Paul E. Peterson. Washington, DC:
The Brookings Institution, 1995, 231 pp., $36.95 cloth,
$15.95 paper},
Journal = {Journal of Policy Analysis and Management},
Volume = {15},
Number = {3},
Pages = {469-472},
Publisher = {Wiley},
Year = {1996},
Month = {June},
ISSN = {0276-8739},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1996UU64400014&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Doi = {10.1002/pam.4050150315},
Key = {fds266837}
}
@article{fds266932,
Author = {Ladd, JTHWHF},
Title = {Biased Ballots? The Impact of Ballot Structure on North
Carolina Elections in 1992},
Journal = {Public Choice},
Volume = {87},
Number = {3-4},
Pages = {259-280},
Publisher = {Springer Nature},
Year = {1996},
Month = {Summer},
url = {http://dx.doi.org/10.1007/BF00118648},
Abstract = {North Carolina state election law gives county election
boards broad authority to determine the form of the ballot
used in federal, state, and local races. This paper examines
the extent to which ballot formats appear to be
strategically chosen and the impact of ballot design on 1992
North Carolina elections. Our results indicate that the form
of the ballot influenced the decisions of some voters in
statewide races in 1992 and that the design of the ballot
may have been chosen strategically by county election boards
dominated by the members of one party. © 1996 Kluwer
Academic Publishers.},
Doi = {10.1007/BF00118648},
Key = {fds266932}
}
@article{fds317804,
Author = {Ladd, HF},
Title = {School District Responses to Fiscal Constraints},
Year = {1996},
Month = {May},
Abstract = {This paper examines how schools districts have responded to
fiscal constraints in the past to gain insight into how they
might respond in the future. It uses cross sectional data
for Texas and New York first to develop a measure of the
fiscal condition of each district and, second, to examine
the choices made by school districts facing differing
degrees of fiscal pressure. I conclude that districts
respond to fiscal constraint by trying to protect the level
of instructional spending, that central administration
spending and staffing appear to be a luxury that is more
affordable for districts in strong fiscal condition, and
that spending on capital outlays is more responsive than
other categories to a district's fiscal condition. Annual
shortfalls in capital spending and maintenance in response
to an extended period of fiscal constraint are likely to
leave some districts with serious deficiencies in their
capital facilities.},
Key = {fds317804}
}
@article{fds266840,
Author = {Ladd, HF},
Title = {The price of federalism by Paul E. Peterson. Washington, DC:
The Brookings Institution, 1995, 231 pp., $36.95 cloth,
$15.95 paper},
Journal = {Journal of Policy Analysis and Management},
Volume = {15},
Number = {3},
Pages = {469-472},
Year = {1996},
Month = {Summer},
Key = {fds266840}
}
@article{fds266931,
Author = {Ladd, HF},
Title = {The Tax Expenditure Concept After 25 Years},
Journal = {NTA Forum},
Pages = {1-5},
Year = {1995},
Month = {Winter},
Key = {fds266931}
}
@article{fds266930,
Author = {Harris, HFLWE},
Title = {Statewide Taxation of Nonresidential Property for
Education},
Journal = {Journal of Education Finance},
Pages = {103-122},
Year = {1995},
Month = {Summer},
Key = {fds266930}
}
@article{fds266929,
Author = {Gentry, HFLWW},
Title = {State Tax Structure and Multiple Policy Objectives},
Journal = {National Tax Journal},
Volume = {47},
Number = {4},
Pages = {747-772},
Publisher = {NATL TAX ASSN},
Year = {1994},
Month = {December},
Key = {fds266929}
}
@article{fds266926,
Author = {Ladd, HF},
Title = {Spatially Targeted Economic Development Strategies: Do They
Work?},
Journal = {Cityscape: A Journal of Policy Development and
Research},
Volume = {1},
Number = {1},
Pages = {193-218},
Year = {1994},
Month = {August},
Key = {fds266926}
}
@article{fds266927,
Author = {Yinger, HFLWJ},
Title = {The Case for Equalizing Aid},
Journal = {National Tax Journal},
Volume = {XLVII},
Number = {1},
Pages = {211-224},
Year = {1994},
Month = {March},
ISSN = {0028-0283},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1994NG43100012&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds266927}
}
@article{fds304201,
Author = {LADD, HF and YINGER, J},
Title = {THE CASE FOR EQUALIZING AID},
Journal = {NATIONAL TAX JOURNAL},
Volume = {47},
Number = {1},
Pages = {211-224},
Publisher = {NATL TAX ASSN},
Year = {1994},
Month = {March},
ISSN = {0028-0283},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1994NG43100012&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds304201}
}
@article{fds266928,
Author = {Ladd, HF},
Title = {Fiscal impacts of local population growth: A conceptual and
empirical analysis},
Journal = {Regional Science and Urban Economics},
Volume = {24},
Number = {6},
Pages = {661-686},
Publisher = {Elsevier BV},
Year = {1994},
Month = {January},
ISSN = {0166-0462},
url = {http://dx.doi.org/10.1016/0166-0462(94)90006-X},
Abstract = {This paper examines the legitimacy of concerns of local
residents about the adverse fiscal impacts of population
growth. The conceptual discussion shows that economic theory
provides no clear prediction of the impact of population
growth on per capita spending. Based on a national data set
of large countries, simple d descriptive analysis indicates
that greater population growth is associated with higher per
capita current spending and interest outlays. More detailed
analysis both of 1978-1985 changes and of 1985 levels of
current spending indicates that higher growth-related per
capita spending primarily reflects the combined effects of
greater density and increased local spending shares. In sum,
established residents in fast- growing areas may experience
declines in service quality as well as rising local tax
burdens. © 1994.},
Doi = {10.1016/0166-0462(94)90006-X},
Key = {fds266928}
}
@article{fds266925,
Author = {Ladd, HF},
Title = {State Responses to the TRA86 Revenue Windfalls: A New Test
of the Flypaper Effect},
Journal = {Journal of Policy Analysis and Management},
Volume = {12},
Number = {1},
Pages = {82-103},
Publisher = {JSTOR},
Year = {1993},
Month = {Winter},
url = {http://dx.doi.org/10.2307/3325462},
Doi = {10.2307/3325462},
Key = {fds266925}
}
@article{fds266838,
Author = {Ladd, HF and Fuchs, ER},
Title = {Mayors and Money: Fiscal Policy in New York and
Chicago},
Journal = {Journal of Policy Analysis and Management},
Volume = {12},
Number = {3},
Pages = {608-608},
Publisher = {JSTOR},
Year = {1993},
ISSN = {0276-8739},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1993LJ47600020&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Doi = {10.2307/3325313},
Key = {fds266838}
}
@article{fds266923,
Author = {Ladd, HF},
Title = {Mimicking of Local Tax Burdens Among Neighboring
Counties},
Journal = {Public Finance Quarterly},
Volume = {20},
Number = {4},
Pages = {450-467},
Publisher = {SAGE Publications},
Year = {1992},
Month = {October},
url = {http://dx.doi.org/10.1177/109114219202000404},
Abstract = {This article contributes to the small literature on the
determination of local taxes by testing hypotheses about
whether local officials consider the tax burdens of neigh
boring counties when making their own decisions about taxes
on residents. Based on data for large U.S. counties,
evidence of tax mimicking appears first in compar isons of
the degree of clustering of tax burdens among neighboring
counties within metropolitan areas to that among
nonneighboring counties within states. In addition,
regression equations based on both 1978 and 1985 data
confirm the presence of tax mimicking for total local tax
burdens and for property tax burdens, but not for sales tax
burdens. © 1992, Sage Publications. All rights
reserved.},
Doi = {10.1177/109114219202000404},
Key = {fds266923}
}
@article{fds266924,
Author = {Ladd, HF},
Title = {Population growth, density and the costs of providing public
services},
Journal = {Urban Studies},
Volume = {29},
Number = {2},
Pages = {273-295},
Publisher = {SAGE Publications},
Year = {1992},
Month = {January},
url = {http://dx.doi.org/10.1080/00420989220080321},
Abstract = {Recent policy interest in managing local population growth
has drawn attention to the fiscal pressures that population
growth imposes on local governments. This paper uses 1985
data for 247 large county areas to determine the separate
impacts on local government spending of two dimensions of
residential development patterns, the rapidity of population
growth and the intensity of land use as measured by gross
residential densities. Based on a regression model that
controls for other determinants of per capita spending, this
study provides careful estimates of the nonlinear impacts of
population growth and population density on three types of
local government spending: current account spending, capital
outlays and spending on public safety. -from
Author},
Doi = {10.1080/00420989220080321},
Key = {fds266924}
}
@article{fds52836,
Author = {H.F. Ladd and Andrew Reschovsky and John
Yinger},
Title = {City Fiscal Condition and State Equalizing Aid: the Case of
Minnesota},
Journal = {Proceedings of the Eighty-Fourth Annual Conference of the
National Tax Association - Tax Institute of American
(Columbus, Ohio)},
Pages = {42-49},
Year = {1992},
Key = {fds52836}
}
@article{fds266922,
Author = {Ladd, HF},
Title = {The State Aid Decision: Changes in State Aid to Local
Governments, 1982-1987},
Journal = {National Tax Journal},
Volume = {44},
Number = {4, Part 2},
Pages = {477-496},
Year = {1991},
Month = {December},
ISSN = {0028-0283},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1991HL15200005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds266922}
}
@article{fds304202,
Author = {LADD, HF},
Title = {THE STATE AID DECISION - CHANGES IN STATE AID TO LOCAL
GOVERNMENTS, 1982-87},
Journal = {NATIONAL TAX JOURNAL},
Volume = {44},
Number = {4},
Pages = {477-496},
Publisher = {NATL TAX ASSOC},
Year = {1991},
Month = {December},
ISSN = {0028-0283},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1991HL15200005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds304202}
}
@article{fds266920,
Author = {Ladd, HF and Wheaton, W},
Title = {Causes and consequences of the changing urban form.
Introduction},
Journal = {Regional Science and Urban Economics},
Volume = {21},
Number = {2},
Pages = {157-162},
Publisher = {Elsevier BV},
Year = {1991},
Month = {January},
ISSN = {0166-0462},
url = {http://dx.doi.org/10.1016/0166-0462(91)90031-H},
Doi = {10.1016/0166-0462(91)90031-H},
Key = {fds266920}
}
@article{fds266921,
Author = {Ladd, HF},
Title = {Property tax revaluation and tax levy growth
revisited},
Journal = {Journal of Urban Economics},
Volume = {30},
Number = {1},
Pages = {83-99},
Publisher = {Elsevier BV},
Year = {1991},
Month = {January},
ISSN = {0094-1190},
url = {http://dx.doi.org/10.1016/0094-1190(91)90046-A},
Doi = {10.1016/0094-1190(91)90046-A},
Key = {fds266921}
}
@article{fds266903,
Author = {Ladd, HF},
Title = {Introduction of Symposium on Managing Local
Development},
Journal = {Journal of Policy Analysis and Management},
Volume = {9},
Number = {4},
Pages = {484-486},
Publisher = {JSTOR},
Year = {1990},
Month = {Fall},
url = {http://dx.doi.org/10.2307/3325259},
Doi = {10.2307/3325259},
Key = {fds266903}
}
@article{fds266919,
Author = {Ladd, HF},
Title = {State Assistance to Local Governments: Changes During the
1980s},
Journal = {American Economic Review},
Volume = {80},
Number = {2},
Pages = {171-175},
Publisher = {AMER ECON ASSN},
Year = {1990},
Month = {May},
Key = {fds266919}
}
@article{fds266872,
Author = {Yinger, HFLWJ},
Title = {The Determinants of State Assistance to Central
Citiis},
Journal = {National Tax Journal},
Volume = {XLII},
Number = {4},
Pages = {413-428},
Year = {1990},
ISSN = {0028-0283},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1989CR19800002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds266872}
}
@article{fds304200,
Author = {YINGER, J and LADD, HF},
Title = {THE DETERMINANTS OF STATE ASSISTANCE TO CENTRAL
CITIES},
Journal = {NATIONAL TAX JOURNAL},
Volume = {42},
Number = {4},
Pages = {413-428},
Publisher = {NATL TAX ASSOC},
Year = {1989},
Month = {December},
ISSN = {0028-0283},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1989CR19800002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds304200}
}
@article{fds52838,
Author = {H.F. Ladd and John Yinger},
Title = {Recent Trends in City Fiscal Health},
Journal = {National Tax Associaiton - Tax Institute of America,
Proceedings of the Eighty Second Annual Conference on
Taxation, Atlanta, Georgia},
Year = {1989},
Month = {October},
Key = {fds52838}
}
@article{fds266918,
Author = {Bradbury, HFLWK},
Title = {City Taxes and City Property Tax Bases},
Journal = {National Tax Journal},
Year = {1988},
Month = {December},
Key = {fds266918}
}
@article{fds266917,
Author = {Bradbury, HFLWKL},
Title = {City Property Taxes: The Effects of Economic Change and
Competitive Pressures},
Journal = {New England Economic Review},
Year = {1987},
Key = {fds266917}
}
@article{fds266915,
Author = {Wilson, HFLWJB},
Title = {Education and Tax Limitations: Evidence from Massachusetts'
Proposition 2 1/2},
Journal = {Journal of Education Finance},
Year = {1985},
Month = {Winter},
Key = {fds266915}
}
@article{fds266916,
Author = {Bradbury, HFLWKL},
Title = {Changes in the Revenue-Raising Capacity of U.S. Cities:
1970-1982},
Journal = {New England Economic Review},
Year = {1985},
Key = {fds266916}
}
@article{fds266914,
Author = {Bradbury, HFLWKL and Perrault, M and Reschovsky, A and Yinger,
J},
Title = {State Aid to Offset Fiscal Disparities Across
Communities},
Journal = {National Tax Journal},
Year = {1984},
Month = {June},
Key = {fds266914}
}
@article{fds266913,
Author = {Wilson, HFLWJB},
Title = {Who Supports Tax Limitations: Evidence from Massachusetts'
Proposition 2 1/2},
Journal = {Journal of Policy Analysis and Management},
Volume = {2},
Number = {2},
Pages = {256-279},
Publisher = {JSTOR},
Year = {1983},
Month = {Winter},
url = {http://dx.doi.org/10.2307/3323286},
Abstract = {The vote on Massachusetts' Proposition 2½—and by
extension the votes to restrain or roll back taxes in other
states as well—should not be interpreted simply as
expressions of the narrowly defined self‐interest of the
voters. This study shows that other characteristics such as
sex, race, religion, occupation, educational background, and
political orientation also have an important influence on
voting behavior. These characteristics combine with
self‐interest measures such as public sector employment
and voters' likely gains from tax reduction to push
individual voters in different directions on the issue of
tax limitation. Consequently, we find little polarization in
the electorate along demographic lines. Copyright © 1982
Association for Public Policy Analysis and
Management},
Doi = {10.2307/3323286},
Key = {fds266913}
}
@article{fds266902,
Author = {Howitt, HFLWA and Leonard, H and Weeks, A},
Title = {Physical Infrastructure in Boston},
Journal = {Urban Resources},
Volume = {1},
Number = {2},
Pages = {5-11},
Year = {1983},
Month = {Fall},
Key = {fds266902}
}
@article{fds266911,
Author = {Doolittle, HFLWFC},
Title = {Which Level of Government Should Assist Poor
People?},
Journal = {National Tax Journal},
Year = {1982},
Month = {September},
Key = {fds266911}
}
@article{fds266912,
Author = {Wilson, HFLWJB},
Title = {Why Voters Support Tax Limitations: Evidence from
Massachusetts' Proposition 2 1/2},
Journal = {National Tax Journal},
Year = {1982},
Month = {June},
Key = {fds266912}
}
@article{fds266909,
Author = {Ladd, HF},
Title = {Equal Credit Opportunity: Women and Mortgage
Credit},
Journal = {American Economic Review},
Year = {1982},
Month = {May},
Key = {fds266909}
}
@article{fds266908,
Author = {Bloom, HS and Ladd, HF},
Title = {Property tax revaluation and tax levy growth},
Journal = {Journal of Urban Economics},
Volume = {11},
Number = {1},
Pages = {73-84},
Publisher = {Elsevier BV},
Year = {1982},
Month = {Winter},
ISSN = {0094-1190},
url = {http://dx.doi.org/10.1016/0094-1190(82)90039-0},
Abstract = {Jurisdiction-wide property revaluation, like many
administrative reforms, may have unintended consequences.
This paper examines one such potential consequence. By
pooling 18-year time series for each of 39 Massachusetts
cities (17 of which revalued) and 270 Massachusetts towns
(202 of which revalued), we examine the hypothesis that
politicians take advantage of the confusion generated by
revaluation and raise property taxes by more than they
otherwise would have. We observe such a response in cities
but not in towns and attribute this difference to
differences in their governmental structures. ©
1982.},
Doi = {10.1016/0094-1190(82)90039-0},
Key = {fds266908}
}
@article{fds46560,
Author = {H.F. Ladd and Katherine L. Bradbury and Claire
Christopherson},
Title = {Proposition 2 1/2: Initial Impacts, Part
II},
Journal = {New England Economic Review},
Year = {1982},
Key = {fds46560}
}
@article{fds266910,
Author = {Bradbury, HFLWKL and Christopherson, C},
Title = {Proposition 2 1/2: Initial Impacts, Part
I},
Journal = {New England Economic Review},
Year = {1982},
Key = {fds266910}
}
@article{fds266854,
Author = {Ladd, HF},
Title = {Municipal expenditure and the rate of population change
(revised version) ( USA).},
Journal = {Harvard University, Department of City and Regional
Planning, Urban Planning Policy Analysis &
Administration, Discussion Paper},
Number = {D79-6},
Year = {1979},
Month = {December},
Abstract = {The recent decline of many industrial cities in the NE and
the rapid growth of cites in the SW have forcefully drawn
attention to the fiscal implications of population change.
Although the major urban areas receive most of the
attention, other smaller cities confront many of the same
issues. This paper focuses on these smaller cities with the
specific purpose of determining the impact of population
change on per capita local public expenditures.-from
Author},
Key = {fds266854}
}
@article{fds266901,
Author = {Ladd, HF},
Title = {Tax Limitations and Educational Finance:
Comments},
Journal = {National Tax Journal, Supplement},
Year = {1979},
Month = {June},
Key = {fds266901}
}
@article{fds343235,
Author = {Ladd, HF},
Title = {Municipal expenditure and the rate of population change
(revised version) ( USA).},
Journal = {Harvard University, Department of City and Regional
Planning, Urban Planning Policy Analysis &
Administration, Discussion Paper},
Number = {D79-6},
Year = {1979},
Month = {January},
Abstract = {The recent decline of many industrial cities in the NE and
the rapid growth of cites in the SW have forcefully drawn
attention to the fiscal implications of population change.
Although the major urban areas receive most of the
attention, other smaller cities confront many of the same
issues. This paper focuses on these smaller cities with the
specific purpose of determining the impact of population
change on per capita local public expenditures.-from
Author},
Key = {fds343235}
}
@article{fds266900,
Author = {Ladd, HF},
Title = {State Limitations on Local Taxing and Spending Powers: A
Response},
Journal = {National Tax Journal},
Year = {1978},
Month = {December},
Key = {fds266900}
}
@article{fds266907,
Author = {Ladd, HF},
Title = {An Economic Evaluation of State Limitations on Local Taxing
and Spending Powers},
Journal = {National Tax Journal},
Year = {1978},
Month = {March},
Key = {fds266907}
}
@article{fds266906,
Author = {Ladd, HF},
Title = {Statewide Taxation of Commercial and Industrial Property for
Education},
Journal = {National Tax Journal},
Year = {1976},
Month = {June},
Key = {fds266906}
}
@article{fds266905,
Author = {Ladd, HF},
Title = {Local Education Expenditures, Fiscal Capacity, and the
Composition of the Property Tax Base},
Journal = {National Tax Journal},
Year = {1975},
Month = {June},
Key = {fds266905}
}
%% Chapters in Books
@misc{fds353038,
Author = {Figlio, DN and Ladd, HF},
Title = {The economics of school accountability},
Pages = {567-575},
Booktitle = {The Economics of Education: A Comprehensive
Overview},
Year = {2020},
Month = {January},
ISBN = {9780128153918},
url = {http://dx.doi.org/10.1016/B978-0-12-815391-8.00042-2},
Abstract = {Demands for more accountability and results-based incentive
systems in K-12 education come from many directions and
currently dominate much of the education policy discussion
at both the state and federal levels in the United States
(Ladd, 1996; Ladd & Hansen, 1999) and abroad (Burgess,
Propper, Slater, & Wilson, 2005). Accountability in
education is a broad concept that could be addressed in many
ways: using political processes to assure democratic
accountability, introducing market-based reforms to increase
accountability to parents and children, developing
peer-based accountability systems to increase the
professional accountability of teachers, or using
administrative accountability systems designed to drive the
system toward higher student achievement. This article
focuses on this last approach and pays particular attention
to programs that focus on the individual school as the
primary unit of accountability.},
Doi = {10.1016/B978-0-12-815391-8.00042-2},
Key = {fds353038}
}
@misc{fds357518,
Author = {Ladd, HF and Fiske, EB},
Title = {International perspectives on school choice},
Pages = {87-100},
Booktitle = {Handbook of Research on School Choice},
Year = {2019},
Month = {January},
ISBN = {9780815381464},
url = {http://dx.doi.org/10.4324/9781351210447-7},
Abstract = {An international perspective on school choice enables one to
see how various choice-related issues arise and play out in
other countries. This chapter examines how they provide
choice options in different forms and for different reasons.
Some countries have long offered schools for specific groups
of residents in recognition of the pluralism of their
populations and the constitutionally protected rights of
those groups. Other countries, starting most dramatically
with Chile in 1981, have expanded school choice to
individuals based on the neoliberal view that competition
for students will improve student outcomes and make the
system more efficient. A central component of most choice
programs is managerial flexibility at the school level, but
countries differ in the extent to which they rely on
publicly or privately managed schools. The chapter draws
attention to three types of policy decisions implicit in any
choice scheme. First are decisions about school funding,
including school fees and extra resources for schools
serving expensive-to-educate students. Second is methods for
holding differentiated schools accountable for the public
interest. The third is decisions about school admissions
policies, with attention to their effects on segregation by
socioeconomic status.},
Doi = {10.4324/9781351210447-7},
Key = {fds357518}
}
@misc{fds341115,
Author = {Ladd, HF},
Title = {Self-governing schools, parental choice, and the public
interest},
Pages = {235-248},
Booktitle = {School Choice at the Crossroads: Research
Perspectives},
Year = {2018},
Month = {October},
ISBN = {9780815380368},
url = {http://dx.doi.org/10.4324/9781351213318},
Doi = {10.4324/9781351213318},
Key = {fds341115}
}
@misc{fds347145,
Author = {Bifulco, R and Ladd, HF},
Title = {Charter schools in North Carolina},
Pages = {195-219},
Booktitle = {Charter School Outcomes},
Year = {2017},
Month = {January},
ISBN = {9780805862218},
url = {http://dx.doi.org/10.4324/9781315095806-11},
Abstract = {Legislation authorizing charter schools in North Carolina
was passed in 1996, and the first charter schools opened in
fall 1997. Charter schools in North Carolina can be
authorized by a local district, the state university, or the
state Board of Education, but final approval must come from
the state Board of Education. The analysis in this chapter
is based primarily on administrative data provided by the
North Carolina Education Research Data Center for five
cohorts of students. Each cohort contains the universe of
students in third grade in North Carolina public schools in
1996, 1997, 1998, 1999, and 2000 and follows them through
eighth grade or until the 2001–2002 school year, whichever
comes first. The authors’ analysis is based on the
specific choices charter school families made in five North
Carolina metropolitan areas. The findings in the chapter
raise serious concerns about North Carolina’s charter
school program.},
Doi = {10.4324/9781315095806-11},
Key = {fds347145}
}
@misc{fds223112,
Author = {H.F. Ladd},
Title = {Confessions of a Wellesley FEM},
Booktitle = {Michael Svenberg and Lall Ramrrattan (eds), Eminent
Economists II: Their Life and Work Philosophies},
Publisher = {Cambridge University Press},
Year = {2014},
Key = {fds223112}
}
@misc{fds223115,
Author = {H.F. Ladd and Charles Clotfelter and Jacob Vigdor},
Title = {Racial and Economic Imbalance in Charlotte's Schools,
1994-2012},
Booktitle = {R.A. Mickelson, S.S. Smith and A.H. Nelson (eds), Yesterday,
Today and Tomorrow. The Past, Present, and Future of School
(De)Segregation in Charlotte},
Publisher = {Cambridge, MA: Harvard University Press},
Year = {2014},
Key = {fds223115}
}
@misc{fds266820,
Author = {Ladd, HF},
Title = {Confessions of a wellesley FEM},
Pages = {249-269},
Booktitle = {Eminent Economists II: Their Life and Work
Philosophies},
Publisher = {Cambridge University Press},
Year = {2013},
Month = {January},
ISBN = {9781107040533},
url = {http://dx.doi.org/10.1017/CBO9781139629096.021},
Abstract = {I enrolled in my first economics course in 1963, my freshman
year at Wellesley College, which was then, and still is,
only for women. On the first day of class, my thirty
freshman classmates and I eagerly awaited the arrival of our
teacher. When she entered the classroom, she immediately
announced that, as the chair of the department, she got to
choose which section to teach, and she chose ours. Her
intent was to share with us her excitement about the field
and to send a signal that economics was very much an
appropriate field for women. The teacher was Carolyn Shaw
Bell, who later founded the American Economic
Association’s Committee on the Status of Women in the
Economics Profession. That first course inspired me to join
the ranks of Wellesley FEMs – her term for female
economics majors. Little did I understand at the time the
intellectual opportunities that were then opening up for me.
My Life History I was raised as a provincial New Englander.
My parents, all my grandparents, and many of my
great-grandparents lived in New England, with most of them
spending much of their lives in the Boston area. The men in
the family all went to Harvard College, and my mother and
two of my aunts went to Wellesley College in a Boston
suburb. It was clear to me that Boston was the center of the
universe, and for men a Harvard degree was the key to a
successful life. When I was ready for college, the choice
was obvious. I applied early decision to Wellesley, without
considering any other place. Later when I was ready for
graduate school, I applied only to Harvard.},
Doi = {10.1017/CBO9781139629096.021},
Key = {fds266820}
}
@misc{fds208786,
Author = {H.F. Ladd and Susanna Loeb},
Title = {The Challenges of Measuring School quality: Implications for
Educational Equity},
Journal = {In D. Allen and R. Reich, eds., Education, Democracy and
Justice},
Pages = {19-42},
Publisher = {University of Chicago Press},
Year = {2013},
Key = {fds208786}
}
@misc{fds204693,
Author = {H.F. Ladd},
Title = {Confessions of Wellesley FEM},
Year = {2012},
Key = {fds204693}
}
@misc{fds208787,
Author = {H.F. Ladd and Edward B. Fiske and Nienke Ruijs},
Title = {Does Parental Choice Foster Segregated Schools: Insights
from the Netherlands},
Journal = {In M Berends, M. Cannata, and E.B. Goldring, eds. School
Choice and School Improvement.},
Pages = {233-254},
Publisher = {Cambridge, MA: Harvard Education Press.},
Year = {2011},
Key = {fds208787}
}
@misc{fds171046,
Author = {H.F. Ladd and Edward B. Fiske and Nienke Ruijs},
Title = {Insights from the Netherlands: Growing Concerns about
Segregation},
Year = {2009},
Month = {October},
Key = {fds171046}
}
@misc{fds369385,
Author = {Figlio, DN and Ladd, HF},
Title = {The Economics of School Accountability},
Pages = {374-379},
Booktitle = {International Encyclopedia of Education, Third
Edition},
Year = {2009},
Month = {January},
ISBN = {9780080448947},
url = {http://dx.doi.org/10.1016/B978-0-08-044894-7.01262-8},
Abstract = {This article details the rationales behind school
accountability systems and discusses the mechanisms through
which these systems could improve student achievement in the
impacted schools. Although school accountability systems
provide incentives for increased test performance, they can
also have unintended consequences, and the design of such
accountability systems can play an important role in
determining their success. We summarize the current evidence
on the performance and unintended consequences of school
accountability systems in the United States, though the
issues are fundamentally similar elsewhere in the
world.},
Doi = {10.1016/B978-0-08-044894-7.01262-8},
Key = {fds369385}
}
@misc{fds143128,
Author = {H.F. Ladd and E.B. Fiske},
Title = {Education Equity in an International Context},
Pages = {276-292},
Booktitle = {Handbook of Research on Education Finance and
Policy},
Publisher = {Routledge},
Editor = {H.F. Ladd and Edward B. Fiske},
Year = {2008},
Key = {fds143128}
}
@misc{fds208789,
Author = {H.F. Ladd},
Title = {Teacher Effects: What Do We Know?},
Journal = {Web based publication},
Year = {2008},
Key = {fds208789}
}
@misc{fds159052,
Author = {H.F. Ladd},
Title = {School Policies and the Black-White Test Score
Gap},
Pages = {289-319},
Booktitle = {Katherine Magnuson and Jane Waldfogel, eds. Steady Gains and
Stalled Progress: Inequality and the Black-White Test Score
Gap.},
Year = {2008},
Key = {fds159052}
}
@misc{fds143130,
Author = {H.F. Ladd and Edward B. Fiske},
Title = {"Introduction"},
Journal = {Handbook of Research in Education Finance and
Policy},
Pages = {xvii - xxii},
Publisher = {Routledge},
Editor = {H. F. Ladd and Edward B. Fiske},
Year = {2008},
Key = {fds143130}
}
@misc{fds143131,
Author = {H.F. Ladd and David Figlio},
Title = {School Accountability and Student Achievement},
Pages = {166-182},
Booktitle = {Handbook of Research in Education Finance and
Policy},
Publisher = {Routledge},
Editor = {H. F. Ladd and Edward B. Fiske},
Year = {2008},
Key = {fds143131}
}
@misc{fds208788,
Author = {Robert Bifulco and Helen F. Ladd and M. Berends and M Springer and H. Walberg},
Title = {"Charter Schools in North Carolina" In Charter School
Outcomes},
Journal = {New York: Lawrence Erlbaum Associates},
Pages = {195-220},
Year = {2007},
Key = {fds208788}
}
@misc{fds46491,
Author = {H.F. Ladd and Francisco L. Rivera-Batiz},
Title = {Education and Economic Development},
Pages = {189-238},
Booktitle = {The Economy of Puerto Rico: Restoring Growth},
Publisher = {Brookings Institution Press},
Editor = {Susan Collins and Barry Bosworth and Miguel
Soto-Class},
Year = {2006},
Key = {fds46491}
}
@misc{fds52819,
Author = {H.F. Ladd, and C.T. Clotfelter, and J. Vigdor},
Title = {Classroom-Level Segregation and Resegregation in North
Carolina},
Booktitle = {School Resegregation: Must the South Turn
Back?},
Publisher = {Chapel Hill: University of North Carolina
Press},
Editor = {John Charles Boger and Gary Orfield},
Year = {2005},
Key = {fds52819}
}
@misc{fds52898,
Author = {H.F. Ladd and Edward B. Fiske},
Title = {"Balancing Public and Private Resources for Basic Education:
School Fees in Post-Apartheid South Africa"},
Booktitle = {Changing Class: Education and Social Change in
Post-Apartheid South Africa},
Publisher = {Cape Town: HSRC Press},
Editor = {Linda Chisholm.},
Year = {2004},
Key = {fds52898}
}
@misc{fds46505,
Author = {H.F. Ladd and Edward B. Fiske},
Title = {School Choice in New Zealand: A Cautionary
Tale},
Booktitle = {Choosing Choice: Global Trends and National
Variations},
Publisher = {Teacher's College Press},
Editor = {David Plank and Gary Sykes},
Year = {2003},
Key = {fds46505}
}
@misc{fds46500,
Author = {H.F. Ladd and Jens Ludwig},
Title = {The Effects of MTO on Educational Opportunities in
Baltimore" chapter 5},
Pages = {117-152},
Booktitle = {Choosing a Better Life: Evaluating the Moving to Opportunity
Social Experiment},
Publisher = {Urban Institute Press},
Editor = {John Goering and Judith D. Feins},
Year = {2003},
Key = {fds46500}
}
@misc{fds14421,
Author = {H.F. Ladd and Jens Ludwig and Greg Duncan},
Title = {The Effects of MTO on Children and Parents in Baltimore"
chapter 6},
Pages = {153-176},
Booktitle = {Choosing a Better Life: Evaluating the Moving to Opportunity
Social Experiment},
Publisher = {Urban Institute Press},
Editor = {John Goering and Judith D. Feins},
Year = {2003},
Key = {fds14421}
}
@misc{fds46506,
Author = {H.F. Ladd},
Title = {Introduction},
Booktitle = {Choosing Choice: Global Trends and National
Variations},
Publisher = {Teacher's College Press},
Editor = {David Plank and Gary Sykes},
Year = {2003},
Key = {fds46506}
}
@misc{fds14423,
Author = {H.F. Ladd and Edward B. Fiske},
Title = {The U.S. Charter School Movement: Lessons from New Zealand's
Experience with Self-Governing Schools and Parental
Choice},
Pages = {59-79},
Booktitle = {Charters, Vouchers & Public Education},
Publisher = {Brookings Institution Press},
Editor = {Paul Peterson and David Campbell},
Year = {2001},
Key = {fds14423}
}
@misc{fds46516,
Author = {H.F. Ladd and Charles Clotfelter},
Title = {Recognizing the Rewarding Success in Public
Schools},
Booktitle = {Holding Schools Accountable: Performance-Based Reform in
Education},
Publisher = {The Brookings Institution},
Editor = {Helen F. Ladd},
Year = {1996},
Key = {fds46516}
}
@misc{fds46517,
Author = {H.F. Ladd and Ronald Ferguson},
Title = {Additional Evidence on How and Why Money Matters: A
Production Function Analysis of Alabama Schools},
Booktitle = {Holding Schools Accountable: Performance-Based Reform in
Education},
Publisher = {The Brookings Institution},
Editor = {Helen F. Ladd},
Year = {1996},
Key = {fds46517}
}
@misc{fds46522,
Author = {H.F. Ladd},
Title = {Big City Finances},
Pages = {201-269},
Booktitle = {Big City Politics, Governance, and Fiscal
Constraints},
Publisher = {Urban Institute Press},
Year = {1994},
Key = {fds46522}
}
@misc{fds46526,
Author = {H.F. Ladd},
Title = {Measuring Disparities in the Fiscal Condition of Local
Governments},
Pages = {21-55},
Booktitle = {The Challenge of Fiscal Equalization},
Publisher = {Praeger Press},
Editor = {John Anderson},
Year = {1994},
Key = {fds46526}
}
@misc{fds46605,
Author = {H.F. Ladd},
Title = {Comments on Wallace E. Oates, "Federalism and Government
Finance},
Booktitle = {Modern Public Finance},
Publisher = {Harvard University Press},
Editor = {J. Quigley and E. Smolensky},
Year = {1994},
Key = {fds46605}
}
@misc{fds46528,
Author = {H.F. Ladd},
Title = {Fiscal Consequences for U.S. Central Cities of the Changing
Urban Form},
Pages = {321-370},
Booktitle = {Urban Change in the U.S. and Western Europe: Comparative
Analysis and Policy},
Publisher = {Urban Institute Press},
Editor = {Anita Summers and Lanfranco Senn},
Year = {1993},
Key = {fds46528}
}
@misc{fds46529,
Author = {H.F. Ladd},
Title = {Effects of Population Growth on Local Spending and
Taxes},
Pages = {181-224},
Booktitle = {Structuring Direct Aid: People Versus Places},
Publisher = {JAI Press, Research in Urban Economics, vol.
9},
Editor = {R.D. Norton},
Year = {1993},
Key = {fds46529}
}
@misc{fds46602,
Author = {H.F. Ladd},
Title = {Comments on John M. Quigley and Daniel L. Rubinfeld, 'Public
Choices in Public Higher Education'},
Booktitle = {Studies of Supply and Demand in Higher Education},
Publisher = {University of Chicago Press},
Editor = {Charles Clotfelter and Michael Rothchild},
Year = {1993},
Key = {fds46602}
}
@misc{fds46538,
Author = {H.F. Ladd},
Title = {Sales Taxes in Arizona},
Booktitle = {State and local Finance for the 1990s: A Case Study of
Arizona},
Publisher = {University of Arizona Press},
Editor = {Therese J. McGuire and Dana Wolfe Naimark},
Year = {1991},
Key = {fds46538}
}
@misc{fds46537,
Author = {H.F. Ladd},
Title = {Big City Finances in the New Era of Fiscal
Federalism},
Pages = {127-151},
Booktitle = {The Changing Face of Fiscal Federalism},
Publisher = {London, England: M.E. Sharpe, Inc.},
Editor = {Thomas R. Swartz and John E. Peck},
Year = {1990},
Key = {fds46537}
}
@misc{fds46607,
Author = {H.F. Ladd},
Title = {User Charges -- Not Just Another Revenue
Source},
Pages = {47-55},
Booktitle = {The Role of User Charges},
Publisher = {Rochester Institute of Technology, Rochester,
NY},
Editor = {Thomas D. Hopkins},
Year = {1990},
Key = {fds46607}
}
@misc{fds52839,
Author = {H.F. Ladd},
Title = {The Meaning of Balance for State-Local Tax
Systems},
Booktitle = {The Unfinished Agenda for State Tax Reform},
Publisher = {National Conference of State Legislatures},
Editor = {Steven D. Gold},
Year = {1989},
Key = {fds52839}
}
@misc{fds46543,
Author = {H.F. Ladd and Ronald Ferguson},
Title = {State Economic Renaissance, "Pioneering State Economic
Strategy," and "Creating the Future},
Booktitle = {The New Economic Role of American States: Strategies and
Institutions for a Competitive World Economy},
Publisher = {Oxford University Press},
Editor = {R. Scott Fosler},
Year = {1988},
Key = {fds46543}
}
@misc{fds46608,
Author = {H.F. Ladd},
Title = {Comments on Charles R. Hulton and Robert M. Schwab,
"Incoming Originating in The State and Local
Sector},
Booktitle = {Fiscal Federalism},
Publisher = {University of Chicago Press},
Editor = {Harvey Rosen},
Year = {1988},
Key = {fds46608}
}
@misc{fds46545,
Author = {H.F. Ladd and Dana R. Weist},
Title = {State and local Tax Systems: Balance Among Taxes vs. Balance
Among Policy Goals},
Booktitle = {The Quest for Balance in State-Local Revenue
Systems},
Publisher = {Cambridge, MA: Lincoln Institute of Land
Policy},
Editor = {Frederick D. Stocker},
Year = {1987},
Key = {fds46545}
}
@misc{fds46547,
Author = {H.F. Ladd and Ronald Ferguson},
Title = {Measuring the Fiscal Capacity of U.S. Cities},
Booktitle = {Measuring Fiscal Capacity},
Publisher = {Oelgeschlager, Gunn, and Hain, Inc.},
Editor = {Clyde Reeves},
Year = {1986},
Key = {fds46547}
}
@misc{fds46612,
Author = {H.F. Ladd},
Title = {Comments on Steven G. Craig and Robert P. Inman, "Education,
Welfare, and the 'New Federalism': State Budgeting in a
Federalist Public Economy},
Booktitle = {Studies in State and Local Public Finance},
Publisher = {University of Chicago Press},
Editor = {Harvey Rosen},
Year = {1986},
Key = {fds46612}
}
@misc{fds46614,
Author = {H.F. Ladd},
Title = {The Massachusetts Experience},
Booktitle = {States Under Stress: A Report on the Finances of
Massachusetts, Michigan, Texas, and California},
Publisher = {Berkeley, CA: Institute of Governmental Studies},
Editor = {Peggy B. Musgrave},
Year = {1985},
Month = {February},
Key = {fds46614}
}
@misc{fds46553,
Author = {H.F. Ladd and Julie Boatright Wilson},
Title = {Proposition 2 1/2: Explaining the Vote},
Volume = {1},
Booktitle = {Research in Urban Policy},
Publisher = {JAI Press},
Editor = {T. Clark},
Year = {1985},
Key = {fds46553}
}
@misc{fds46552,
Author = {H.F. Ladd},
Title = {Federal Aid to State and Local Governments},
Booktitle = {Federal Budget Policy in the 1980's},
Publisher = {Urban Institute Press},
Editor = {J. Palmer and G. Mills},
Year = {1984},
Key = {fds46552}
}
@misc{fds46554,
Author = {H.F. Ladd and Herman Leonard},
Title = {Taxation and the Poor},
Booktitle = {The State and the Poor in the 1980's},
Publisher = {Auburn House},
Editor = {Manuel Carballo and Mary Jo Bane},
Year = {1984},
Key = {fds46554}
}
@misc{fds46562,
Author = {H.F. Ladd and Howard Bloom and John Yinger},
Title = {Are Property Taxes Capitalized into House
Values?},
Booktitle = {Local Provision of Public Services: The Tiebout Model After
Twenty-Five Years},
Publisher = {Academic Press},
Editor = {George R. Zodrow},
Year = {1983},
Key = {fds46562}
}
@misc{fds46557,
Author = {H.F. Ladd},
Title = {Financing Services in the Federal System},
Number = {6},
Booktitle = {Federalism: Making the System Work: Alternatives for the
1980's},
Publisher = {Center for National Policy, Washington, D.C.},
Year = {1982},
Key = {fds46557}
}
@misc{fds46564,
Author = {H.F. Ladd},
Title = {Municipal Expenditures and the Rate of Population
Change},
Booktitle = {Cities Under Stress: The Fiscal Crisis of Urban
America},
Publisher = {New Brunswick, NJ: Center for Urban Policy
Research},
Editor = {R.W. Burchell and D. Listokin},
Year = {1980},
Key = {fds46564}
}
@misc{fds46565,
Author = {H.F. Ladd},
Title = {Tax Policy Considerations Underlying Preferential Tax
Treatment of Open Space and Agricultural
Land},
Booktitle = {Property Tax Preferences for Agricultural
Land},
Publisher = {Montclair: NJ: Allanheld, Osman & Co, Inc.},
Editor = {N.A. Roberts and H.J. Brown},
Year = {1980},
Key = {fds46565}
}
@misc{fds46619,
Author = {H.F. Ladd},
Title = {Discussion of Howard A. Chernick, "An Economic Model of the
Distribution of Project Grants},
Booktitle = {Fiscal Federalism and Grants-in-Aid, COUPE Papers on Public
Economics},
Publisher = {Washington, DC: The Urban Institute},
Editor = {P. Miezkowski and W. Oakland},
Year = {1979},
Key = {fds46619}
}
@misc{fds46568,
Author = {H.F. Ladd},
Title = {Male-Female Differences in Pre-College Economic},
Booktitle = {Perspectives on Economic Education},
Publisher = {Joint Council on Economic Education},
Editor = {Donald R. Wentworth and W. Lee Hansen and Sharryl H.
Hawke},
Year = {1977},
Month = {March},
Key = {fds46568}
}
@misc{fds46571,
Author = {H.F. Ladd},
Title = {Municipal Expenditures and the Composition of the Property
Tax Base},
Booktitle = {Property Taxation, Land Use and Public Trends
(TRED8)},
Publisher = {Madison: University of Wisconsin Press},
Editor = {Arthur D. Lynn},
Year = {1976},
Key = {fds46571}
}
@misc{fds46572,
Author = {H.F. Ladd},
Title = {The Role of the Property Tax: A Reassessment},
Booktitle = {Board Based Taxes: New Options and Sources},
Publisher = {John Hopkins University Press},
Editor = {R.A. Musgrave},
Year = {1973},
Key = {fds46572}
}
%% NBER Working Papers
@article{fds333293,
Author = {Clotfelter, CT and Hemelt, SW and Ladd, HF},
Title = {MULTIFACETED AID FOR LOW-INCOME STUDENTS AND COLLEGE
OUTCOMES: EVIDENCE FROM NORTH CAROLINA},
Pages = {278-303},
Publisher = {WILEY},
Year = {2018},
Month = {January},
url = {http://dx.doi.org/10.1111/ecin.12486},
Abstract = {We study the evolution of a campus-based aid program for
low-income students that began with grant-heavy financial
aid and later added a suite of nonfinancial supports. We
find little to no evidence that program eligibility during
the early years (2004–2006), in which students received
additional institutional grant aid and few nonfinancial
supports, improved postsecondary progress, performance, or
completion. In contrast, program-eligible students in more
recent cohorts (2007–2010), when the program supplemented
grant-heavy aid with an array of nonfinancial supports, were
more likely to meet credit accumulation benchmarks toward
timely graduation and earned higher grade point averages
than their barely ineligible counterparts. (JEL I21, I23,
I24, J08).},
Doi = {10.1111/ecin.12486},
Key = {fds333293}
}
@article{fds317802,
Author = {Ladd, HF and Clotfelter, CT and Holbein, JB},
Title = {The growing segmentation of the charter school sector in
North Carolina},
Pages = {536-563},
Publisher = {MIT Press - Journals},
Year = {2017},
Month = {October},
url = {http://dx.doi.org/10.1162/edfp_a_00226},
Abstract = {A defining characteristic of charter schools is that they
introduce a strong market element into public education. In
this paper, we examine through the lens of a market model
the evolution of the charter school sector in North Carolina
between 1999 and 2012. We examine trends in the mix of
students enrolled in charter schools, the racial imbalance
of charter schools, patterns in student match quality by
schools’ racial composition, and the distributions of test
score performance gains compared to those in traditional
public schools. In addition, we use student fixed effects
models to examine plausibly causal measures of charter
school effectiveness. Our findings indicate that charter
schools in North Carolina are increasingly serving the
interests of relatively able white students in racially
imbalanced schools and that despite improvements in the
charter school sector over time, charter schools are still
no more effective on average than traditional public
schools.},
Doi = {10.1162/edfp_a_00226},
Key = {fds317802}
}
@article{fds317803,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {Algebra for 8th Graders: Evidence on its Effects from 10
North Carolina Districts},
Year = {2012},
Month = {December},
Abstract = {This paper examines the effects of policies that increase
the number of students who take the first course in algebra
in 8th grade, rather than waiting until 9th grade. Extending
previous research that focused on the Charlotte-Mecklenberg
school system, we use data for the 10 largest districts in
North Carolina. We identify the effects of accelerating the
timetable for taking algebra by using data on multiple
cohorts grouped by decile of prior achievement and
exploiting the fact that policy-induced shifts in the timing
of algebra occur at different times in different districts
to different deciles of students. The expanded data make it
possible to examine heterogeneity across students in the
effect of taking algebra early. We find negative effects
among students in the bottom 60% of the prior achievement
distribution. In addition, we find other sources of
heterogeneity in effects.},
Key = {fds317803}
}
@article{fds142787,
Author = {H.F. Ladd, and Charles Clotfelter and Jacob
Vigdor},
Title = {"Teacher Credentials and Student Achievement in High School:
A Cross Subject Analysis with Student Fixed
Effects."},
Series = {Working Paper 142787},
Year = {2007},
Month = {June},
Key = {fds142787}
}
@article{fds266842,
Author = {Clotfelter, C and Ladd, H and Vigdor, J},
Title = {How and Why Do Teacher Credentials Matter for Student
Achievement?},
Series = {Working Paper 142786},
Year = {2007},
url = {http://www.nber.org/papers/w12828},
Abstract = {Education researchers and policy makers agree that teachers
differ in terms of quality and that quality matters for
student achievement. Despite prodigious amounts of research,
however, debate still persists about the causal relationship
between specific teacher credentials and student
achievement. In this paper, we use a rich administrative
data set from North Carolina to explore a range of questions
related to the relationship between teacher characteristics
and credentials on the one hand and student achievement on
the other. Though the basic questions underlying this
research are not new - and, indeed, have been explored in
many papers over the years within the rubric of the
"education production function" - the availability of data
on all teachers and students in North Carolina over a
ten-year period allows us to explore them in more detail and
with far more confidence than has been possible in previous
studies. We conclude that a teacher's experience, test
scores and regular licensure all have positive effects on
student achievement, with larger effects for math than for
reading. Taken together the various teacher credentials
exhibit quite large effects on math achievement, whether
compared to the effects of changes in class size or to the
socio-economics characteristics of students, as measured,
for example, by the education level of their
parents.},
Key = {fds266842}
}
@article{fds52049,
Author = {H.F. Ladd, and Charles Clotfelter and Jacob
Vigdor},
Title = {Teacher-Student Matching and the Assessment of Teacher
Effectiveness},
Series = {Working Paper 11936},
Year = {2006},
Month = {Fall},
url = {http://www.nber.org/papers/w11936},
Key = {fds52049}
}
@article{fds52050,
Author = {H.F. Ladd and Charles Clotfelter and Jacob
Vigdor},
Title = {Federal Oversight, Local Control, and the Specter of
'Resegregation' in Southern Schools},
Series = {Working Paper 11086},
Year = {2006},
Month = {Summer},
url = {http://www,nber.org/papers/w11086},
Key = {fds52050}
}
@article{fds142944,
Author = {H.F. Ladd and Charles Clotfelter and Elizabeth Glennie and Jacob Vigdor},
Title = {Would Higher Salaries Keep Teachers in High-Poverty Schools?
Evidence from a Policy Intervention in North
Carolina},
Series = {Working Paper 12285},
Year = {2006},
Month = {June},
url = {http://papers.nber.org/papers/w12285},
Key = {fds142944}
}
@article{fds142874,
Author = {H.F. Ladd and Charles Clotfelter and Jacob
Vigdor},
Title = {The Academic Achievement Gap in Grades 3 to
8},
Series = {Working Paper 12207},
Year = {2006},
Month = {May},
url = {http://papers.nber.org/papers/w12207},
Key = {fds142874}
}
%% Book Reviews
@article{fds177791,
Author = {H.F. Ladd},
Title = {Review of Norton Grubb, The Money Myth: School Resources,
Outcomes and Equity},
Journal = {The Journal of Economic Literature},
Year = {2010},
Key = {fds177791}
}
@article{fds46601,
Author = {H.F. Ladd},
Title = {Review of Ester Fuchs, Mayors and Money},
Journal = {Journal of Policy Analysis and Management},
Year = {1993},
Key = {fds46601}
}
@article{fds46610,
Author = {H.F. Ladd},
Title = {Review of John M. Quigley and Daniel L. Rubinfeld, eds.,
American Domestic Priorities: An Economic Appraisal in
Journal of Economic Literature},
Year = {1986},
Month = {September},
Key = {fds46610}
}
@article{fds46611,
Author = {H.F. Ladd},
Title = {Review of George Break, ed., State and local Finance: The
Pressures of the 1980's},
Journal = {Journal of Economic Literature},
Year = {1986},
Key = {fds46611}
}
@article{fds46613,
Author = {H.F. Ladd},
Title = {Review of John F. Due and John L. Mikesell, Sales Taxation:
State and Local Structure and Administration},
Journal = {Municipal Finance Officers Association, Resources in
Review},
Year = {1984},
Month = {January},
Key = {fds46613}
}
%% Op-eds
@misc{fds266852,
Author = {Clotfelter, C and Ladd, Helen and Vigdor, Jacob},
Title = {Surprising Success Among Hispanic students},
Publisher = {Duke Today},
Year = {2006},
Month = {June},
url = {http://hdl.handle.net/10161/7526 Duke open
access},
Key = {fds266852}
}
%% Published Policy Briefs and Comments
@misc{fds155679,
Author = {H.F. Ladd},
Title = {Public and Private School Competition and U.S. Fiscal
Federalism.},
Booktitle = {G.K. Ingram and Y Hong, eds. Fiscal Decentralization and
Land Use Policies. Lincoln Institute of Land
Policy.},
Year = {2008},
Key = {fds155679}
}
@misc{fds155680,
Author = {H.F. Ladd},
Title = {Rethinking the Way We Hold Schools Accountable},
Journal = {Opinion piece, Education Week. (Also reprinted in the Durham
Herald Sun.)},
Year = {2008},
Key = {fds155680}
}
@misc{fds155681,
Author = {H.F. Ladd},
Title = {Opinion pice on education policy and the presidential
election},
Journal = {Durham Herald Sun},
Year = {2008},
Key = {fds155681}
}
@misc{fds52821,
Author = {H.F. Ladd},
Title = {Policy Brief on Accountability in North Carolina},
Journal = {Education Finance and Organization Structure in New York
Schools, Symposium Proceedings},
Pages = {161-176},
Publisher = {Education Finance Research Consortium},
Year = {2004},
Key = {fds52821}
}
@misc{fds52820,
Author = {H.F. Ladd},
Title = {Comments on paper by Joseph Cordes},
Booktitle = {City Taxes, City Spending: Essays in Honor of Dick
Netzer},
Publisher = {Edward Elgar Press},
Editor = {Amy Ellen Schwartz},
Year = {2004},
Key = {fds52820}
}
@misc{fds52822,
Author = {H.F. Ladd},
Title = {Comments on paper of school vouchers by Caroline
Hoxby},
Journal = {Swedish Economic Review},
Year = {2003},
Month = {Fall},
Key = {fds52822}
}
@misc{fds52823,
Author = {H.F. Ladd},
Title = {Comments on Thomas Kane and Douglas Staiger, "Volatility in
Test Scores: Implications for Test Based Accountability
Systems},
Journal = {Brookings Papers on Education Policy},
Editor = {Diane Ravitch},
Year = {2001},
Key = {fds52823}
}
@misc{fds52826,
Author = {H.F. Ladd and Edward Fiske},
Title = {The Empty Aisles of Marketplace Reform},
Journal = {The School Administrator},
Year = {2000},
Month = {November},
Key = {fds52826}
}
@misc{fds52827,
Author = {H.F. Ladd and Edward Fiske},
Title = {A Level Playing Field: What We Can Learn from the New
Zealand School Reform?},
Journal = {American Educator},
Year = {2000},
Month = {Fall},
Key = {fds52827}
}
@misc{fds52828,
Author = {H.F. Ladd and Edward Fiske},
Title = {When Schools Compete: Lessons Learned From New Zealand's
Experiments with Market-Based Reforms},
Journal = {Rethinking Schools},
Year = {2000},
Month = {Summer},
Key = {fds52828}
}
@misc{fds52829,
Author = {H.F. Ladd},
Title = {How School Districts Respond to Fiscal Constraint},
Journal = {Selected Papers in School Finance, 1996},
Publisher = {National Center for Education Statistics},
Year = {1998},
Key = {fds52829}
}
@misc{fds52830,
Author = {H.F. Ladd},
Title = {Comments on chapter by Tom Loveless},
Journal = {Brookings Papers on Education Policy: 1997},
Editor = {Diane Ravitch},
Year = {1997},
Key = {fds52830}
}
@misc{fds52831,
Author = {H.F. Ladd},
Title = {Fiscal Disparities and Fiscal Equalization},
Booktitle = {entries for the Encyclopedia of Taxation},
Publisher = {National Tax Association and the Urban Institute},
Year = {1997},
Key = {fds52831}
}
@misc{fds52832,
Author = {H.F. Ladd},
Title = {Testimony on HR 3467 "Saving Our Children: The American
Community Renewal Act of 1996},
Year = {1996},
Key = {fds52832}
}
@misc{fds52833,
Author = {H.F. Ladd},
Title = {Comments on paper by Garrett Mandeville on South Carolina's
school incentive program},
Journal = {Midwest Approaches to School Reform},
Publisher = {Federal Reserve Bank of Chicago},
Year = {1995},
Key = {fds52833}
}
@misc{fds52834,
Author = {H.F. Ladd},
Title = {The Tax Expenditure Concept After 25 Years},
Journal = {Proceedings of the 86th Annual Conference
(NTA)},
Pages = {50-57},
Year = {1995},
Key = {fds52834}
}
@misc{fds52835,
Author = {H.F. Ladd and John Yinger},
Title = {Economic Change and Fiscal Health: Designing Federal Aid for
our Most Troubled Central Cities},
Year = {1992},
Month = {May},
Key = {fds52835}
}
@misc{fds52837,
Author = {H.F. Ladd},
Title = {Puerto Rican Statehood: A Precondition to Sound Economic
Growth},
Year = {1990},
Key = {fds52837}
}
@misc{fds52840,
Author = {H.F. Ladd and John Yinger},
Title = {Measuring the Fiscal Capacity of U.S. Cities},
Journal = {Advisory Commission on Intergovernmental Relations,
Measuring State Fiscal Capacity: Alternative Methods and
Their Uses},
Volume = {M-150},
Pages = {177-181},
Publisher = {Washingon, DC},
Year = {1986},
Month = {September},
Key = {fds52840}
}
@misc{fds52841,
Author = {H.F. Ladd},
Title = {Comments on George Zodrow, Optimal Tax Reform: Property Tax
Equalization, "National Tax Association - Tax Institute of
America},
Journal = {Proceedings of Seventy-Third Annual Conference},
Year = {1980},
Month = {November},
Key = {fds52841}
}
@misc{fds52842,
Author = {H.F. Ladd},
Title = {Local Public Expenditures and the Composition of the
Property Tax Base},
Journal = {National Tax Association - Tax Institute of America,
Proceedings of Sixty-Seventh Annual Conference},
Year = {1974},
Key = {fds52842}
}
%% Other
@misc{fds204421,
Author = {H.F. Ladd and Edward B. Fiske},
Title = {Class Matters. Why Won't We Admit It?},
Series = {New York Times Opinion Pages},
Year = {2011},
Month = {December},
Key = {fds204421}
}
@misc{fds204422,
Author = {H.F. Ladd},
Title = {Press release on early childhood programs in North
Carolina},
Series = {(with follow up op eds. in several NC papers)},
Year = {2011},
Month = {March},
Key = {fds204422}
}
@misc{fds177794,
Author = {H.F. Ladd and Edward B. Fiske and Nienke Ruijs},
Title = {Migrant Education in the Netherlands: Segregation and the
Role of Weighted Student Funding},
Year = {2010},
Key = {fds177794}
}
@misc{fds177795,
Author = {H.F. Ladd and Sara Pilzer},
Title = {Using Survey Data to Measure the Quality of School
Principals},
Year = {2010},
Key = {fds177795}
}
@misc{fds331039,
Author = {Clotfelter, CT and Ladd, HF and Vigdor, JL},
Title = {Classroom-level segregation and resegregation in North
Carolina},
Pages = {70-86},
Year = {2009},
Month = {January},
ISBN = {9780807829530},
Key = {fds331039}
}
@misc{fds142788,
Author = {H.F. Ladd and Charles T. Clotfelter, and Jacob L.
Vigdor},
Title = {Teacher Quality and Public Policy},
Year = {2008},
Key = {fds142788}
}
@misc{fds142790,
Author = {H.F. Ladd},
Title = {Commentary on paper by Thomas Nechyba},
Year = {2008},
Key = {fds142790}
}
@misc{fds142789,
Author = {H.F. Ladd},
Title = {Policy as Resource Allocation: Commentary},
Year = {2007},
Key = {fds142789}
}
@misc{fds52044,
Author = {H.F. Ladd and David Figlio},
Title = {Effects of Accountability on Student Achievement},
Year = {2006},
Key = {fds52044}
}
@misc{fds143132,
Author = {H.F. Ladd and Robert Bifulco},
Title = {Charter Schools in North Carolina},
Journal = {National Center on School Choice},
Volume = {Conference},
Publisher = {Vanderbuilt University},
Year = {2006},
Key = {fds143132}
}
@misc{fds46639,
Author = {H.F. Ladd and Edward Fiske},
Title = {Learning from South Africa},
Journal = {Commentary in Ed Week},
Year = {2005},
Key = {fds46639}
}
@misc{fds46640,
Author = {H.F. Ladd and Edward Fiske},
Title = {Two op-eds published in South African newspapers related to
our book on South Africa},
Year = {2005},
Key = {fds46640}
}
@misc{fds46622,
Author = {H.F. Ladd and Charles Clotfelter and Jacob
Vigdor},
Title = {Teacher Quality and Minority Achievement
Gaps},
Year = {2004},
Month = {October},
url = {http://www.pubpol.duke.edu/research/papers/SAN04-04},
Key = {fds46622}
}
@misc{fds46641,
Author = {H.F. Ladd and Robert Bifulco},
Title = {Two op-eds on charter schools},
Year = {2004},
Month = {Fall},
Key = {fds46641}
}
@misc{fds46642,
Author = {H.F. Ladd and Charles Clotfelter and Jacob
Vigdor},
Title = {Teacher Quality and Minority Achievement
Gaps},
Year = {2004},
Key = {fds46642}
}
@misc{fds17729,
Author = {H.F. Ladd},
Title = {Policy memo on School Vouchers - Child and Family Policy
Center},
Year = {2003},
Key = {fds17729}
}
@misc{fds46645,
Author = {H.F. Ladd},
Title = {Report on Tax and Fiscal Aspects of Territorial Development
in the Helsinki Region},
Year = {2001},
Month = {October},
Key = {fds46645}
}
@misc{fds46624,
Author = {H.F. Ladd wit Edward Fiske},
Title = {Does Competition Improve Teaching and Learning: Evidence
from New Zealand},
Year = {2001},
Month = {April},
Key = {fds46624}
}
@misc{fds46644,
Author = {H.F. Ladd},
Title = {Market-Based Reforms in Education},
Year = {2001},
Key = {fds46644}
}
@misc{fds12908,
Author = {H.F. Ladd and Edward B. Fiske},
Title = {Limits of Vouchers Exposed},
Journal = {Philadelphia Inquirer},
Year = {2000},
Key = {fds12908}
}
@misc{fds12909,
Author = {H.F. Ladd and Edward B. Fiske},
Title = {Vouchers Have Been Tried - and Failed},
Journal = {Los Angeles Times},
Year = {2000},
Key = {fds12909}
}
@misc{fds12910,
Author = {H.F. Ladd and James Hamilton},
Title = {Cause for Confusion and N.C.'s Own Ballot},
Journal = {The News and Observer},
Year = {2000},
Key = {fds12910}
}
@misc{fds46582,
Author = {H.F. Ladd and Edward Fiske},
Title = {A Distant Laboratory: Learning Cautionary Lessons from New
Zealand's Schools},
Journal = {Education Week},
Year = {2000},
Key = {fds46582}
}
@misc{fds46583,
Author = {H.F. Ladd and Edward Fiske},
Title = {The Invisible Hand as Schoolmaster},
Journal = {The America Prospect},
Year = {2000},
Key = {fds46583}
}
@misc{fds46585,
Author = {H.F. Ladd and Edward Fiske},
Title = {A Cautionary Tale from New Zealand},
Journal = {The New York Times (Education Life Section)},
Year = {2000},
Key = {fds46585}
}
@misc{fds46625,
Author = {H.F. Ladd},
Title = {School-Based Accountability and Incentive
Programs},
Year = {1998},
Month = {January},
Key = {fds46625}
}
@misc{fds266831,
Author = {Ladd, HF},
Title = {The public sector - Commentary},
Journal = {NATIONAL URBAN POLICY},
Pages = {136-142},
Publisher = {WAYNE STATE UNIV PRESS},
Editor = {Wolman, HL and Agius, EJ},
Year = {1996},
Month = {January},
ISBN = {0-8143-2543-2},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1996BF68K00008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds266831}
}
@misc{fds46646,
Author = {H.F. Ladd},
Title = {Local Tax and Land Use Policy: A Survey},
Year = {1992},
Month = {Fall},
Key = {fds46646}
}
@misc{fds46626,
Author = {H.F. Ladd},
Title = {Land and Tax Policy},
Year = {1992},
Month = {August},
Key = {fds46626}
}
@misc{fds46627,
Author = {H.F. Ladd and Andrew Reschovsky and Daniel Salomone and John
Yinger},
Title = {Policy Analysis and the Design of State Aid Formuas: A Case
Study of Minnesota},
Year = {1991},
Month = {October},
Key = {fds46627}
}
@misc{fds46647,
Author = {H.F. Ladd and Andrew Reschovsky and John
Yinger},
Title = {Measuring the Fiscal Condition of Cities in
Minnesota},
Year = {1991},
Month = {April},
Key = {fds46647}
}
@misc{fds46648,
Author = {H.F. Ladd and J. Tomas Hexner and Glenn Jenkins and K.
Russell LaMotte},
Title = {Puerto Rican Statehood: A Precondition to Sound Economic
Growth},
Year = {1990},
Month = {September},
Key = {fds46648}
}
@misc{fds46651,
Author = {H.F. Ladd and Dana R. Weist},
Title = {Sales Taxes and User Charges in Arizona Local
Governments'},
Year = {1989},
Month = {August},
Key = {fds46651}
}
@misc{fds46649,
Author = {H.F. Ladd},
Title = {Big City Finances},
Year = {1989},
Month = {June},
Key = {fds46649}
}
@misc{fds46650,
Author = {H.F. Ladd and Dana R. Weist},
Title = {The Arizona General Sales Tax},
Year = {1989},
Month = {April},
Key = {fds46650}
}
@misc{fds46628,
Author = {H.F. Ladd and Claire Christopherson},
Title = {Demand for Local Public Services: Evidence from Survey
Data},
Year = {1989},
Key = {fds46628}
}
@misc{fds46652,
Author = {H.F. Ladd and Ronald F. Ferguson},
Title = {Economic Performance and Economic Development Policy in
Massachusetts},
Year = {1986},
Key = {fds46652}
}
@misc{fds46653,
Author = {H.F. Ladd and John Yinger and others},
Title = {The Changing Economic and Fiscal Condition of
Cities},
Year = {1986},
Key = {fds46653}
}
@misc{fds46629,
Author = {H.F. Ladd and Katherine L. Bradbury and Andrew
Reschovsky},
Title = {Policy Analysis and the Distribution of State Aid to Local
Governments: A Case Study of Massachusetts},
Year = {1983},
Month = {October},
Key = {fds46629}
}
@misc{fds46631,
Author = {H.F. Ladd and Arnold Howitt and Herman Leonard},
Title = {Services from Public Capital: The Outlook for Boston's
Physical Infrastructure},
Year = {1983},
Month = {October},
Key = {fds46631}
}
@misc{fds46616,
Author = {H.F. Ladd (with others)},
Title = {State Aid Distribution Formulas: The Need for More
Equalization},
Journal = {Impact 2 1/2 Newsletter},
Year = {1983},
Month = {September},
Key = {fds46616}
}
@misc{fds46630,
Author = {H.F. Ladd and others},
Title = {State Aid and the High Cost of Local Public Services in Some
Communities: The Need for More Equalization},
Year = {1983},
Month = {September},
Key = {fds46630}
}
@misc{fds46633,
Author = {H.F. Ladd and Robert Schafer},
Title = {Discrimination in Mortgage Lending: A Microeconomic Model of
Mortgage Terms},
Year = {1983},
Month = {February},
Key = {fds46633}
}
@misc{fds46632,
Author = {H.F. Ladd},
Title = {Financing Services in the Federal System},
Year = {1983},
Key = {fds46632}
}
@misc{fds46635,
Author = {H.F. Ladd and Julie Boatright Wilson},
Title = {Proposition 2 1/2: Variations in Individual Preferences and
Expectations Across Communities},
Year = {1982},
Month = {April},
Key = {fds46635}
}
@misc{fds46637,
Author = {H.F. Ladd and Katherine L. Bradbury and Claire
Christopherson},
Title = {Proposition 2 1/2: Initial Impacts},
Year = {1982},
Key = {fds46637}
}
@misc{fds46655,
Author = {H.F. Ladd and Julie Boatright Wilson},
Title = {Tax Limitation Study},
Year = {1982},
Key = {fds46655}
}
@misc{fds46634,
Author = {H.F. Ladd and Julie Boatright Wilson},
Title = {Proposition 2 1/2: Explaining the Vote},
Year = {1981},
Month = {April},
Key = {fds46634}
}
@misc{fds46654,
Author = {H.F. Ladd and Howard Bloom and John Yinger},
Title = {Intrajurisdictional Property Tax Capitalization},
Year = {1980},
Month = {August},
Key = {fds46654}
}
@misc{fds46638,
Author = {H.F. Ladd},
Title = {What Economics Can Contribute to the Tax Limitation
Debate},
Year = {1980},
Month = {July},
Key = {fds46638}
}
@misc{fds46636,
Author = {H.F. Ladd and Robert Schafer},
Title = {Equal Credit Opportunity in Mortgage Lending: Summary of
Results},
Year = {1980},
Month = {June},
Key = {fds46636}
}
@misc{fds46656,
Author = {H.F. Ladd and Robert Schafer},
Title = {Equal Credit Opportunity; Accessibility to Mortgage Funds by
Women and Blacks},
Year = {1979},
Month = {November},
Key = {fds46656}
}