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  1. The pathway to enrolling in a high-performance high school
    understanding barriers to access
    Autor*in: Sartain, Lauren; Barrow, Lisa
    Erschienen: [2020]
    Verlag:  Federal Reserve Bank of Chicago, [Chicago, Illinois]

    In 2017, Chicago Public Schools adopted an online universal application system for all high schools with the hope of providing more equitable access to highperformance schools. Despite the new system, Black students and students living in... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 244
    Fernleihe:
    keine Fernleihe

     

    In 2017, Chicago Public Schools adopted an online universal application system for all high schools with the hope of providing more equitable access to highperformance schools. Despite the new system, Black students and students living in low-socioeconomic status (SES) neighborhoods remained less likely than their peers to enroll in a high-performance high school. In this paper, we characterize various constraints that students and families may face in enrolling in a highperformance high school including eligibility to programs based on prior academic achievement, distance from high-performance options, and neighborhood and elementary school resources. After adjusting for differences in these access factors, we find the gap between Black and Latinx students' likelihood of enrolling in a high-performing high school is reduced by about 80 percent. We find a similarly large reduction in the enrollment gap between students from low- and middle-SES neighborhoods after adjusting for eligibility and distance factors. These findings have implications for policies that may help equalize access to high-performance schools through changes to eligibility requirements and improved transportation options.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/244246
    Schriftenreihe: [Working paper] / Federal Reserve Bank of Chicago ; WP 2020, 32 (December 2020)
    Schlagworte: Bildungschancen; Nachbarschaft; Weiterführende Schule; Schulbesuch; Schwarze Menschen; Hispano-Amerikaner; USA
    Umfang: 1 Online-Ressource (circa 47 Seiten), Illustrationen
  2. Universal student enrollment systems
    the more policies change, the more enrollment patterns stay the same
    Autor*in: Sartain, Lauren; Lewers, Riley; Barrow, Lisa
    Erschienen: [2022]
    Verlag:  Federal Reserve Bank of Chicago, [Chicago, Illinois]

    Urban school districts nationwide have increased within-district choice for families. In response, district policymakers are overhauling the systems for applying to and enrolling in schools, with the goal of making it easier and more equitable for... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 244
    Fernleihe:
    keine Fernleihe

     

    Urban school districts nationwide have increased within-district choice for families. In response, district policymakers are overhauling the systems for applying to and enrolling in schools, with the goal of making it easier and more equitable for students to enroll in schools that are a good fit for them. These universal enrollment systems offer a one-stop shop for students to learn about different options, submit applications, and receive and accept offers. Using the implementation of such a system in Chicago Public Schools, we examine how applications to, offers from, and enrollment in different types of high schools (e.g., high-performing vs. low-performing schools, charter vs. neighborhood schools) changed. The largest gains appear to be from streamlining applications and offers, with students receiving a single-best offer and schools having more certainty around their incoming ninth-grade class. We do not see changes in the shares of students enrolled at high schools with high graduation rates or at charter schools that can be attributed to the new system. These findings suggest that while universal enrollment systems can improve and simplify the application process, they are not a panacea for inequitable access to attending high-performing schools.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/267980
    Schriftenreihe: [Working paper] / Federal Reserve Bank of Chicago ; WP 2022, 25 (April 2022)
    Schlagworte: School Choice; Student Enrollment; School Quality; High Schools
    Umfang: 1 Online-Ressource (circa 21 Seiten), Illustrationen
  3. The expanding landscape of online education
    who engages and how they fare
    Autor*in: Barrow, Lisa; Morris, Wesley; Sartain, Lauren
    Erschienen: [2022]
    Verlag:  Federal Reserve Bank of Chicago, [Chicago, Illinois]

    Online offerings at traditional brick-and-mortar universities have become common, though some question if online courses can adequately substitute for the in-person college experience. We explore changes in undergraduate online course enrollment at a... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 244
    Fernleihe:
    keine Fernleihe

     

    Online offerings at traditional brick-and-mortar universities have become common, though some question if online courses can adequately substitute for the in-person college experience. We explore changes in undergraduate online course enrollment at a large, public 4-year system and the impacts of online courses on student outcomes. Online enrollment in courses nearly doubled from 2012 to 2019 when almost 40 percent took at least one class online. Female students and older students were especially likely to take online classes. Using an instrumental variables approach, we find that GPAs are higher in the terms when students take at least one class online. However, we do not find evidence that online course taking results in increased degree completion. While online course offerings offer students flexibility, those who take online courses may need additional advising for online learning to translate into higher rates of graduation.

     
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    Sprache: Englisch
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    Weitere Identifier:
    hdl: 10419/272813
    Schriftenreihe: [Working paper] / Federal Reserve Bank of Chicago ; WP 2022, 52 (November 2022)
    Schlagworte: higher education; education quality; online education; educational attainment; student achievement
    Umfang: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  4. Who has the time?
    community college students' time-use response to financial incentives
    Autor*in: Barrow, Lisa; Rouse, Cecilia Elena; McFarland, Amanda
    Erschienen: [2020]
    Verlag:  Federal Reserve Bank of Chicago, [Chicago, Illinois]

    We evaluate the effect of performance-based scholarship programs for postsecondary students on student time use and effort and whether these effects are different for students we hypothesize may be more or less responsive to incentives. To do so, we... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 244
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    keine Fernleihe

     

    We evaluate the effect of performance-based scholarship programs for postsecondary students on student time use and effort and whether these effects are different for students we hypothesize may be more or less responsive to incentives. To do so, we administered a time-use survey as part of a randomized experiment in which community college students in New York City were randomly assigned to be eligible for a performance-based scholarship or to a control group that was only eligible for the standard financial aid. This paper contributes to the literature by attempting to get inside the "black box" of how students respond to a monetary incentive to improve their educational attainment. We find that students eligible for a scholarship devoted more time to educational activities, increased the quality of effort toward and engagement with their studies, and allocated less time to leisure. Additional analyses suggest that students who were plausibly more myopic - place less weight on future benefits - were more responsive to the incentives, but we find no evidence that students who are arguably more time constrained were less responsive to the incentives.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/230381
    Schriftenreihe: [Working paper] / Federal Reserve Bank of Chicago ; WP 2020, 03 (January, 2020)
    Umfang: 1 Online-Ressource (circa 40 Seiten)
  5. The signaling, screening, and human capital effects of National Board certification
    evidence from Chicago and Kentucky high schools
    Autor*in: Barrow, Lisa; Cavalluzzo, Linda C.; Geraghty, Thomas; Mokher, Christine; Sartain, Lauren
    Erschienen: [2020]
    Verlag:  Federal Reserve Bank of Chicago, [Chicago, Illinois]

    The National Board for Professional Teaching Standards recognizes teachers who meet performance standards for "accomplished" educators. States and districts provide support for teachers to obtain this certification, which is considered an honor in... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 244
    Fernleihe:
    keine Fernleihe

     

    The National Board for Professional Teaching Standards recognizes teachers who meet performance standards for "accomplished" educators. States and districts provide support for teachers to obtain this certification, which is considered an honor in the field. Using high school data from Chicago and Kentucky, we examine whether participation in the time- and resource-intensive certification process improves teacher productivity and, ultimately, if recognized teachers are of higher quality than their non-certified peers. We find the certification process itself did not increase teacher productivity. Further, we find mixed evidence on whether certified teachers are more effective at raising test scores than non-certified teachers.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/230384
    Schriftenreihe: [Working paper] / Federal Reserve Bank of Chicago ; WP 2020, 06 (January 2020)
    Schlagworte: Lehrkräfte; Standardisierung; Arbeitsproduktivität; Dienstleistungsqualität; Chicago (Ill.); Kentucky
    Umfang: 1 Online-Ressource (circa 39 Seiten)
  6. Are friends of schools the enemies of equity?
    the interplay of public school funding policies and private external fundraising
    Autor*in: Barrow, Lisa; Komisarow, Sarah; Sartain, Lauren
    Erschienen: [2023]
    Verlag:  Federal Reserve Bank of Chicago, [Chicago, Illinois]

    School districts across the U.S. have adopted funding policies designed to distribute resources more equitably across schools. However, schools are also increasing external fundraising efforts to supplement district budget allocations. We document... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 244
    Fernleihe:
    keine Fernleihe

     

    School districts across the U.S. have adopted funding policies designed to distribute resources more equitably across schools. However, schools are also increasing external fundraising efforts to supplement district budget allocations. We document the interaction between funding policies and fundraising efforts in Chicago Public Schools (CPS). We find that adoption of a weighted-student funding policy successfully reallocated more dollars to schools with high shares of students eligible for free/reduced-price (FRL) lunch, creating a policy-induced per-pupil expenditure gap. Further, almost all schools raised external funds over the study period with most dollars raised concentrated in schools serving relatively affluent populations. We estimate that external fundraising offset the policy-induced perpupil expenditure gap between schools enrolling the lowest and highest shares of FRL-eligible students by 26-39 percent. Other districts have attempted to reallocate fundraised dollars to all schools; such a policy in CPS would have little impact on most schools' budgets.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/284072
    Schriftenreihe: [Working paper] / Federal Reserve Bank of Chicago ; WP 2023, 31 (August 2023)
    Schlagworte: education finance; public school; school funding; non-profits; fundraising; equity
    Umfang: 1 Online-Ressource (circa 62 Seiten), Illustrationen
  7. The earned income credit and durable goods purchases
    Autor*in: Barrow, Lisa; McGranahan, Leslie
    Erschienen: 1999

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 88 (99.24)
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Format: Druck
    Schriftenreihe: Working papers series / Research Department, Federal Reserve Bank of Chicago ; 99,24
    Schlagworte: Öffentliche Sozialleistungen; Kredit; Privater Konsum; Dauerhafte Konsumgüter; Schätzung; USA; Saisonale Schwankungen
    Umfang: 70 S, graph. Darst
  8. Using market valuation to assess the importance and efficiency of public school spending
    Autor*in: Barrow, Lisa; Rouse, Cecilia Elena
    Erschienen: 2000

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 88 (00.04)
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    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Medientyp: Buch (Monographie)
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    Schriftenreihe: Working papers series / Research Department, Federal Reserve Bank of Chicago ; 00,04
    Schlagworte: Bildungsfinanzierung; Allgemeinbildende Schule; Lokale öffentliche Güter; Immobilienpreis; Theorie; Wohnimmobilien; Schätzung; USA
    Umfang: 29, [11], 6 S, graph. Darst
  9. Using market valuation to assess public school spending
    Autor*in: Barrow, Lisa; Rouse, Cecilia Elena
    Erschienen: 2002
    Verlag:  NBER, Cambridge, Mass.

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 1 (9054)
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    Schriftenreihe: NBER working paper series ; 9054
    Schlagworte: Bildungsfinanzierung; Allgemeinbildende Schule; Lokale öffentliche Güter; Immobilienpreis; Theorie; Wohnimmobilien; Schätzung; USA
    Umfang: 51 S
    Bemerkung(en):

    Internetausg.: papers.nber.org/papers/w9054.pdf - lizenzpflichtig

    Literaturverz. S. 32 - 36
  10. Technology's edge
    the educational benefits of computer-aided instruction
    Autor*in: Barrow, Lisa; Markman, Lisa; Rouse, Cecilia Elena
    Erschienen: 2008
    Verlag:  National Bureau of Economic Research, Cambridge, Mass.

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 1 (14240)
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    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    ifo Institut für Wirtschaftsforschung an der Universität München, Bibliothek
    Signatur:
    http://www.nber.org/papers/w14240.pdf
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    Schriftenreihe: NBER working paper series ; 14240
    Schlagworte: Schule; Lehrmaterial; Innovation; E-Learning; Bildungsertrag; USA
    Umfang: 60 S.
  11. Financial incentives and educational investment
    the impact of performance-based scholarships on student time use
    Autor*in: Barrow, Lisa; Rouse, Cecilia Elena
    Erschienen: 2013

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 1 (19351)
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    Schriftenreihe: NBER working paper series ; 19351
    Schlagworte: Studienfinanzierung; Studierende; Zeitverwendung; Leistungsmotivation; Feldforschung; USA
    Umfang: 52 S.
    Bemerkung(en):

    Parallel als Online-Ausg. erschienen
  12. The impact of Chicago's small high school initiative
    Autor*in: Barrow, Lisa; Schanzenbach, Diane Whitmore; Claessens, Amy
    Erschienen: 2014
    Verlag:  Federal Reserve Bank of Chicago, Chicago, Ill.

    This project examines the effects of the introduction of new small high schools on student performance in the Chicago Public School (CPS) district. Specifically, we investigate whether students attending small high schools have better... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 244 (2014,20)
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    keine Fernleihe

     

    This project examines the effects of the introduction of new small high schools on student performance in the Chicago Public School (CPS) district. Specifically, we investigate whether students attending small high schools have better graduation/enrollment rates and achievement than similar students who attend regular CPS high schools. We show that students who choose to attend a small school are more disadvantaged on average, including having prior test scores that are about 0.2 standard deviations lower than their elementary school classmates. To address the selection problem, we use an instrumental variables strategy and compare students who live in the same neighborhoods but differ in their residential proximity to a small school. In this approach, one student is more likely to sign up for a small school than another statistically identical student because the small school is located closer to the student's house and therefore the "cost" of attending the school is lower. The distance-to-small-school variable has strong predictive power to identify who attends a small school. We find that small schools students are substantially more likely to persist in school and eventually graduate. Nonetheless, there is no positive impact on student achievement as measured by test scores.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/130680
    Schriftenreihe: Working papers / Federal Reserve Bank of Chicago ; 2014-20
    Umfang: Online-Ressource (46, 6 S.)
  13. An analysis of women's return-to-work decisions following first birth
    Autor*in: Barrow, Lisa
    Erschienen: 1998

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 88 (98.9)
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Medientyp: Buch (Monographie)
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    Schriftenreihe: Array ; 98,9
    Schlagworte: Weibliche Arbeitskräfte; Mütter; Erwerbsverlauf; USA
    Umfang: 32 S. : graph. Darst
  14. The impact of Chicago'€™s small high school initiative
    Autor*in: Barrow, Lisa; Claessens, Amy; Schanzenbach, Diane Whitmore
    Erschienen: 2013

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 1 (18889)
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    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Schriftenreihe: NBER working paper series ; 18889
    Schlagworte: Schulauswahl; Weiterführende Schule; Schüler; Bildungsniveau; Schulpolitik; Chicago (Ill.)
    Umfang: 37 S.
    Bemerkung(en):

    Parallel als Online-Ausg. erschienen
  15. Financial incentives and educational investment
    the impact of performance-based scholarships on Student time use
    Autor*in: Barrow, Lisa; Rouse, Cecilia Elena
    Erschienen: 2013
    Verlag:  Federal Reserve Bank of Chicago, Chicago, Ill.

    Using survey data from a field experiment in the U.S., we test whether and how financial incentives change student behavior. We find that providing post-secondary scholarships with incentives to meet performance, enrollment, and/or attendance... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 244 (2013,7)
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    keine Fernleihe

     

    Using survey data from a field experiment in the U.S., we test whether and how financial incentives change student behavior. We find that providing post-secondary scholarships with incentives to meet performance, enrollment, and/or attendance benchmarks induced students to devote more time to educational activities and to increase the quality of effort toward, and engagement with, their studies; students also allocated less time to other activities such as work and leisure. While the incentives did not generate impacts after eligibility had ended, they also did not decrease students' inherent interest or enjoyment in learning. Finally, we present evidence suggesting that students were motivated more by the incentives provided than simply the effect of giving additional money, and that students who were arguably less time-constrained were more responsive to the incentives as were those who were plausibly more myopic. Overall these results indicate that well-designed incentives can induce post-secondary students to increase investments in educational attainment.

     
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    Weitere Identifier:
    hdl: 10419/96634
    Schriftenreihe: Working papers / Federal Reserve Bank of Chicago ; 2013-07
    Umfang: Online-Ressource (52, 5 S.)
  16. The role of selective high schools in equalizing educational outcomes
    heterogeneous effects by neighborhood socioeconomic status
    Autor*in: Barrow, Lisa; Sartain, Lauren; Torre, Marisa de la
    Erschienen: November 2016
    Verlag:  Federal Reserve Bank of Chicago, Chicago, Illinois

    We investigate whether elite Chicago public high schools can help close the achievement gap between high-achieving students from more and less affluent neighborhoods. Seats are allocated based on prior achievement with 70 percent reserved for... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 244 (2016,17)
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    keine Fernleihe

     

    We investigate whether elite Chicago public high schools can help close the achievement gap between high-achieving students from more and less affluent neighborhoods. Seats are allocated based on prior achievement with 70 percent reserved for high-achieving applicants from four neighborhood socioeconomic status (SES) categories. Using regression discontinuity design, we find no effect on test scores or college attendance for students from high- or low-SES neighborhoods and positive effects on student reports of their experiences. For students from low-SES neighborhoods, we estimate significant negative effects on rank in high school, grades, and the probability of attending a selective college.

     
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    Weitere Identifier:
    hdl: 10419/172933
    Schriftenreihe: [Working paper] / Federal Reserve Bank of Chicago ; WP 2016, 17 (November 2016)
    Umfang: 1 Online-Ressource (circa 60 Seiten), Illustrationen
  17. School choice through relocation
    evidence from the Washington, DC area
    Autor*in: Barrow, Lisa
    Erschienen: 1999

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 88 (99.7)
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Medientyp: Buch (Monographie)
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    Schriftenreihe: Working paper series / Research Department, Federal Reserve Bank of Chicago ; 99,7
    Schlagworte: Allgemeinbildende Schule; Produktqualität; Wohnstandort; Bewertung; Präferenztheorie; USA
    Umfang: 58 S