Publications of Jacob L. Vigdor    :chronological  alphabetical  combined listing:

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%% Books   
@book{fds301047,
   Author = {JL Vigdor},
   Title = {From Immigrants to Americans: The Rise and Fall of Fitting
             In},
   Year = {2009},
   Month = {December},
   Abstract = {This book evaluates the assimilation of immigrants in the
             United States between 1850 and 2007, placing contemporary
             immigrants in historical perspective. It finds that on
             average, the path toward the American mainstream is traveled
             more rapidly by modern immigrants than it was by their
             predecessors a century ago. The average does not tell the
             whole story, however. Some contemporary groups exhibit
             extraordinary rates of naturalization and economic progress,
             while others lag behind to an extent never before witnessed.
             The lack of legal status is a major impediment to
             assimilation for many of these groups.},
   Key = {fds301047}
}


%% Journal Articles   
@article{fds301049,
   Author = {JL Vigdor},
   Title = {Weighing and Measuring the Decline in Residential
             Segregation},
   Journal = {CITY & COMMUNITY},
   Volume = {12},
   Number = {2},
   Pages = {169-177},
   Year = {2013},
   Month = {June},
   ISSN = {1535-6841},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000320545800006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Doi = {10.1111/cico.12023},
   Key = {fds301049}
}

@article{fds301048,
   Author = {CT Clotfelter and HF Ladd and CG Muschkin and JL
             Vigdor},
   Title = {Success in Community College: Do Institutions
             Differ?},
   Journal = {Research in Higher Education},
   Pages = {1-20},
   Year = {2013},
   ISSN = {0361-0365},
   url = {http://dx.doi.org/10.1007/s11162-013-9295-6},
   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 = {fds301048}
}

@article{fds301052,
   Author = {CT Clotfelter and HF Ladd and JL Vigdor},
   Title = {New destinations, new trajectories? The educational progress
             of Hispanic youth in North Carolina.},
   Journal = {Child Dev},
   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 = {fds301052}
}

@article{fds301053,
   Author = {CT Clotfelter and HF Ladd and JL Vigdor},
   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},
   Year = {2010},
   ISSN = {0022-166X},
   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.},
   Key = {fds301053}
}

@article{fds301054,
   Author = {P Arcidiacono and JL Vigdor},
   Title = {does the river spill over? estimating the economic returns
             to attending a racially diverse college},
   Journal = {Economic Inquiry},
   Volume = {48},
   Number = {3},
   Pages = {537-557},
   Year = {2010},
   ISSN = {0095-2583},
   url = {http://dx.doi.org/10.1111/j.1465-7295.2009.00236.x},
   Abstract = {This article evaluates the frequently argued but heretofore
             little tested hypothesis that increasing minority
             representation in elite colleges generates tangible benefits
             for majority-race students. Using data on graduates of 30
             selective universities, we find only weak evidence of any
             relationship between collegiate racial composition and the
             postgraduation outcomes of white or Asian students.
             Moreover, the strongest evidence we uncover suggests that
             increasing minority representation by lowering admission
             standards is unlikely to produce benefits and may in fact
             cause harm by reducing the representation of minority
             students on less selective campuses. While affirmative
             action may still be desirable for the benefits it conveys to
             minority students, these results provide little support for
             " spillover" effects on majority-race students. (JEL I2,
             J15, J24). [T]he attainment of a diverse student body is a
             constitutionally permissible goal for an institution of
             higher education. The atmosphere of 'speculation, experiment
             and creation'-so essential to the quality of higher
             education-is widely believed to be promoted by a diverse
             student body.-Lewis Powell, Regents of the University of
             California v. Bakke (438 U.S. 265, 1978, pp. 311-12, quoting
             Sweezy v. New Hampshire, 354 U.S. 234, 1957, p. 263). ©
             2009 Western Economic Association International.},
   Doi = {10.1111/j.1465-7295.2009.00236.x},
   Key = {fds301054}
}

@article{fds301050,
   Author = {R MacCoun and PJ Cook and C Muschkin and JL Vigdor},
   Title = {Distinguishing spurious and real peer effects: Evidence from
             artificial societies, small-group experiments, and real
             schoolyards},
   Journal = {Review of Law and Economics},
   Volume = {4},
   Number = {3},
   Year = {2008},
   ISSN = {1555-5879},
   Abstract = {In a variety of important domains, there is considerable
             correlational evidence suggestive of what are variously
             referred to as social norm effects, contagion effects,
             information cascades, or peer effects. It is difficult to
             statistically identify whether such effects are causal, and
             there are various non-causal mechanisms that can produce
             such apparent norm effects. Lab experiments demonstrate that
             real peer effects occur, but also that apparent cascade or
             peer effects can be spurious. A curious feature of American
             local school configuration policy provides an opportunity to
             identify true peer influences among adolescents. Some school
             districts send 6th graders to middle school (e.g., 6th-8th
             grade "junior high"); others retain 6th graders for one
             additional year in K-6 elementary schools. Using
             administrative data on public school students in North
             Carolina, we have found that sixth grade students attending
             middle schools are much more likely to be cited for
             discipline problems than those attending elementary school,
             and the effects appear to persist at least through ninth
             grade. A plausible explanation is that these effects occur
             because sixth graders in middle schools are suddenly exposed
             to two cohorts of older, more delinquent peers. © 2008 by
             bepress.},
   Key = {fds301050}
}


%% Policy Briefs   
@misc{fds301051,
   Author = {JL Vigdor},
   Title = {Solving America's Math Problem},
   Year = {2013},
   Month = {December},
   Key = {fds301051}
}

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