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Stand and Deliver: Effects of Bostons Charter High School on College Preparation, Entry, and Choice. (2013). Pathak, Parag ; Dynarski, Susan ; Cohodes, Sarah ; Angrist, Joshua ; Walters, Christopher R..
In: CESifo Working Paper Series.
RePEc:ces:ceswps:_4396.

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  1. The Return to Private Education: Evidence from School-to-Work Transitions. (2019). Rodriguez, Jorge ; Contreras, Dante ; Urzua, Sergio.
    In: Working Papers.
    RePEc:udc:wpaper:wp479.

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  2. Incentives and the Supply of Effective Charter Schools. (2017). Singleton, John.
    In: MPRA Paper.
    RePEc:pra:mprapa:83532.

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  3. Putting dollars before scholars? Evidence from for-profit charter schools in Florida. (2017). Singleton, John.
    In: Economics of Education Review.
    RePEc:eee:ecoedu:v:58:y:2017:i:c:p:43-54.

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  4. Teaching to the Student: Charter School Effectiveness in Spite of Perverse Incentives. (2016). Cohodes, Sarah.
    In: Education Finance and Policy.
    RePEc:tpr:edfpol:v:11:y:2016:i:1:p:1-42.

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  5. The Demand for Effective Charter Schools. (2014). Walters, Christopher R..
    In: NBER Working Papers.
    RePEc:nbr:nberwo:20640.

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References

References cited by this document

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  7. Angrist, J. D., Dynarski, S. M., Kane, T. J., Pathak, P. A., and Walters, C. R. (2010). Inputs and impacts in charter schools: KIPP Lynn. American Economic Review, 100(2):239–243.

  8. Angrist, J. D., Dynarski, S. M., Kane, T. J., Pathak, P. A., and Walters, C. R. (2012). Who benefits from KIPP? Journal of Policy Analysis and Management, 31(4):837–860.
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  10. Angrist, J. D., Pathak, P. A., and Walters, C. R. (2011b). Explaining charter school effectiveness. Working Paper 17332, National Bureau of Economic Research, Cambridge, MA.
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  11. AP and SAT Data We use AP and SAT data files provided to the Massachusetts Department of Elementary and Secondary Education by College Board. The AP and SAT files include scores on all AP exams and SAT tests for graduation cohorts 2007 and 2012; for student who took the SAT more than once, the file includes only the score for the most recent exam. The AP and SAT files also include SASID identifiers, which are used to merge these outcomes with the SIMS database.
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  26. Dynarski, M. and Gleason, P. (2002). How can we help? what we have learned from recent federal dropout prevention evaluations. Journal of Education for Students Placed At Risk, 7(1):43–69.
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  31. GED Data Information on GED test-taking is provided by the Massachusetts Department of Elementary and Secondary Education’s GED Office. This data includes testing dates and outcomes (pass or fail) for students taking tests from 2002 to 2010. The GED information is merged to the SIMS administrative database by first, middle, and last name, and birth date. This procedure matched 70 percent of GED tests to records in the SIMS database.
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  43. Massachusetts Department of Elementary and Secondary Education (2013). The Commenwealth of Massachusetts Department of Elementary and Secondary Education Massachusetts charter schools fact sheet.
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  44. MCAS Data We use MCAS data from the 2001-2002 school year through the 2011-2012 school year. Each observation in the MCAS database corresponds to a students test results in a particular grade and year. The MCAS outcomes of interest are math and English Language Arts (ELA) tests in grade 10. We also use baseline tests taken prior to charter application, which are from 4th grade or 8th grade depending on a students application grade. The raw test score variables are standardized to have mean zero and standard deviation one within a subject-grade-year in Massachusetts. We also make use of scaled scores, which are used to determine whether students meet MCAS thresholds, which are Needs Improvement, Proficient, and Advanced. Unless otherwise noted, we only use the first test taken in a particular subject and grade.
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  45. Neal, D. and Schanzenbach, D. W. (2010). Left behind by design: Proficiency counts and test-based accountability. Review of Economics and Statistics, 92(2):263–283.

  46. NSC Data Data on college outcomes comes from the National Student Clearinghouse (NSC) database, which captures enrollment for 94% of undergraduates in Massachusetts. We combine information from three separate searches of the NSC database: • A 2010 search for all students in the SIMS database between 2002 and 2009 with projected graduation years earlier than 2014, assuming normal academic progress from the last observed grade and year (not restricted to students who graduated high school); • A 2011 search of students who graduated from Massachusetts public high schools in the class of 2010; • A 2012 search of all students who graduated from Massachusetts public high schools in the classes of 2003 through 2010; • A 2013 search of students who graduated from Massachusetts public high schools in the classes of 2003 through 2012.
    Paper not yet in RePEc: Add citation now
  47. P-valuesarefromtestsofthehypothesisthatallcoefficientsarezero.Baselinegradeisdefinedas4thgradeforBostonCollegiateapplicants,5thgradeforBostonPreparatoryandAcademyofthePacificRim,and 8thgradeforMatch,CodmanAcademyandCityonaHill.BaselinegradeforBPS9thgradersis8thgrade.On-timecollegeenrollmentisindicatesenrollmentbythesemesterafterprojectedhighschoolgraduation, assumingnormalacademicprogressfrombaseline. *significantat10%;**significantat5%;***significantat1% 2007-12(AP/SAToutcomesample)2006-11(NSCoutcomesample) ProjectedSeniorYear ------
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  48. Sacerdote, B. (2011). Peer Effects in Education: How Might They Work, How Big Are They and How Much Do We Know Thus Far?, volume 3 of Handbook of the Economics of Education, chapter 4, pages 249–277. Elsevier.

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  50. Skinner, K. (2009). Charter school succes or selective out-migration of low achievers? effects of enrollment management on student achievement. Technical report, Massachusetts Teachers Association.
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  51. Thernstrom, A. M. and Thernstrom, S. (2003). No excuses: Closing the racial gap in learning. Simon & Schuster, New York.
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  52. Tuttle, C. C., Gill, B., Gleason, P., Knechtel, V., Nichols-Barrer, I., and Resch, A. (2013). KIPP middle schools: Impacts on achievement and other outcomes. Mathematica Policy Research, Princeton, NJ.

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