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%% Books @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{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} } @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{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{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{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{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{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{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{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{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} } %% Journal Articles @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{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{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{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{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{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{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{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} } @misc{fds204613, Author = {H.F. Ladd}, Title = {Brookings volume}, Year = {2011}, Key = {fds204613} } @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{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{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{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{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{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{fds266918, Author = {Bradbury, HFLWK}, Title = {City Taxes and City Property Tax Bases}, Journal = {National Tax Journal}, Year = {1988}, Month = {December}, Key = {fds266918} } @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{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{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{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{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{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{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{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{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} } @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{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{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{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{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{fds266909, Author = {Ladd, HF}, Title = {Equal Credit Opportunity: Women and Mortgage Credit}, Journal = {American Economic Review}, Year = {1982}, Month = {May}, Key = {fds266909} } @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{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{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{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{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{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} } @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{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{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{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{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{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{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{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{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{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{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{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} } @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{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{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{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} } @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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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} } @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{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{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{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{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{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{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{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{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{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{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} } @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{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{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{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{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{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{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{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{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{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{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{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{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{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} } @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{fds266901, Author = {Ladd, HF}, Title = {Tax Limitations and Educational Finance: Comments}, Journal = {National Tax Journal, Supplement}, Year = {1979}, Month = {June}, Key = {fds266901} } @article{fds266888, Author = {Clotfelter, CT and Glennie, EJ and Ladd, HF and Vigdor, JL}, Title = {Teacher Bonuses and Teacher Retention in Low-Performing Schools}, 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.}, Doi = {10.1177/1091142106291662}, Key = {fds266888} } @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{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{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{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{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} } @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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{fds266911, Author = {Doolittle, HFLWFC}, Title = {Which Level of Government Should Assist Poor People?}, Journal = {National Tax Journal}, Year = {1982}, Month = {September}, Key = {fds266911} } @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{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{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{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} } %% Chapters in Books @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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{fds204693, Author = {H.F. Ladd}, Title = {Confessions of Wellesley FEM}, Year = {2012}, Key = {fds204693} } @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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{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{fds208789, Author = {H.F. Ladd}, Title = {Teacher Effects: What Do We Know?}, Journal = {Web based publication}, Year = {2008}, Key = {fds208789} } @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{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{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{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{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{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{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{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} } @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{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} } %% NBER Working Papers @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{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{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{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{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{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{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} } @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{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} } %% Book Reviews @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{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} } @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{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} } %% 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{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{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{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{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{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{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{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{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{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} } @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{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{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{fds52837, Author = {H.F. Ladd}, Title = {Puerto Rican Statehood: A Precondition to Sound Economic Growth}, Year = {1990}, Key = {fds52837} } @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{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{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{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{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} } %% Other @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{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{fds46649, Author = {H.F. Ladd}, Title = {Big City Finances}, Year = {1989}, Month = {June}, Key = {fds46649} } @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{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{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{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{fds142790, Author = {H.F. Ladd}, Title = {Commentary on paper by Thomas Nechyba}, Year = {2008}, Key = {fds142790} } @misc{fds46628, Author = {H.F. Ladd and Claire Christopherson}, Title = {Demand for Local Public Services: Evidence from Survey Data}, Year = {1989}, Key = {fds46628} } @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{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{fds46652, Author = {H.F. Ladd and Ronald F. Ferguson}, Title = {Economic Performance and Economic Development Policy in Massachusetts}, Year = {1986}, Key = {fds46652} } @misc{fds52044, Author = {H.F. Ladd and David Figlio}, Title = {Effects of Accountability on Student Achievement}, Year = {2006}, Key = {fds52044} } @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} } @misc{fds46632, Author = {H.F. Ladd}, Title = {Financing Services in the Federal System}, Year = {1983}, Key = {fds46632} } @misc{fds46654, Author = {H.F. Ladd and Howard Bloom and John Yinger}, Title = {Intrajurisdictional Property Tax Capitalization}, Year = {1980}, Month = {August}, Key = {fds46654} } @misc{fds46626, Author = {H.F. Ladd}, Title = {Land and Tax Policy}, Year = {1992}, Month = {August}, Key = {fds46626} } @misc{fds46639, Author = {H.F. Ladd and Edward Fiske}, Title = {Learning from South Africa}, Journal = {Commentary in Ed Week}, Year = {2005}, Key = {fds46639} } @misc{fds12908, Author = {H.F. Ladd and Edward B. Fiske}, Title = {Limits of Vouchers Exposed}, Journal = {Philadelphia Inquirer}, Year = {2000}, Key = {fds12908} } @misc{fds46646, Author = {H.F. Ladd}, Title = {Local Tax and Land Use Policy: A Survey}, Year = {1992}, Month = {Fall}, Key = {fds46646} } @misc{fds46644, Author = {H.F. Ladd}, Title = {Market-Based Reforms in Education}, Year = {2001}, Key = {fds46644} } @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{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{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{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{fds142789, Author = {H.F. Ladd}, Title = {Policy as Resource Allocation: Commentary}, Year = {2007}, Key = {fds142789} } @misc{fds17729, Author = {H.F. Ladd}, Title = {Policy memo on School Vouchers - Child and Family Policy Center}, Year = {2003}, Key = {fds17729} } @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{fds46634, Author = {H.F. Ladd and Julie Boatright Wilson}, Title = {Proposition 2 1/2: Explaining the Vote}, Year = {1981}, Month = {April}, Key = {fds46634} } @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{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{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{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{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{fds46625, Author = {H.F. Ladd}, Title = {School-Based Accountability and Incentive Programs}, Year = {1998}, Month = {January}, Key = {fds46625} } @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{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{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{fds46655, Author = {H.F. Ladd and Julie Boatright Wilson}, Title = {Tax Limitation Study}, Year = {1982}, Key = {fds46655} } @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{fds46642, Author = {H.F. Ladd and Charles Clotfelter and Jacob Vigdor}, Title = {Teacher Quality and Minority Achievement Gaps}, Year = {2004}, Key = {fds46642} } @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{fds46650, Author = {H.F. Ladd and Dana R. Weist}, Title = {The Arizona General Sales Tax}, Year = {1989}, Month = {April}, Key = {fds46650} } @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{fds46583, Author = {H.F. Ladd and Edward Fiske}, Title = {The Invisible Hand as Schoolmaster}, Journal = {The America Prospect}, Year = {2000}, Key = {fds46583} } @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{fds46641, Author = {H.F. Ladd and Robert Bifulco}, Title = {Two op-eds on charter schools}, Year = {2004}, Month = {Fall}, Key = {fds46641} } @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{fds177795, Author = {H.F. Ladd and Sara Pilzer}, Title = {Using Survey Data to Measure the Quality of School Principals}, Year = {2010}, Key = {fds177795} } @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{fds46638, Author = {H.F. Ladd}, Title = {What Economics Can Contribute to the Tax Limitation Debate}, Year = {1980}, Month = {July}, Key = {fds46638} }