Joshua Goodman
Harvard Kennedy School
79 JFK Street
Cambridge, MA 02138
Tel: 617/496-9720
E-Mail: 
WWW: http://scholar.harvard.edu/joshuagoodman
NBER Program Affiliations:
ED
NBER Affiliation: Faculty Research Fellow
Information about this author at RePEc
NBER Working Papers and Publications
| January 2017 | The Labor of Division: Returns to Compulsory High School Math Coursework
w23063
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| October 2016 | Can Online Delivery Increase Access to Education?
with Julia Melkers, Amanda Pallais: w22754
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| January 2016 | Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts
with Beth E. Schueler, David J. Deming: w21895
Published: Beth E. Schueler & Joshua S. Goodman & David J. Deming, 2017. "Can States Take Over and Turn Around School Districts? Evidence From Lawrence, Massachusetts," Educational Evaluation and Policy Analysis, vol 39(2), pages 311-332.
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| July 2015 | Objective Course Placement and College Readiness: Evidence from Targeted Middle School Math Acceleration
with Shaun Dougherty, Darryl Hill, Erica Litke, Lindsay C. Page: w21395
Published: Dougherty, Shaun M. & Goodman, Joshua S. & Hill, Darryl V. & Litke, Erica G. & Page, Lindsay C., 2017. "Objective course placement and college readiness: Evidence from targeted middle school math acceleration," Economics of Education Review, Elsevier, vol. 58(C), pages 141-161. citation courtesy of 
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| February 2015 | Access to Four-Year Public Colleges and Degree Completion
with Michael Hurwitz, Jonathan Smith: w20996
Published: Access to 4-Year Public Colleges and Degree Completion Joshua Goodman, Michael Hurwitz, and Jonathan Smith Journal of Labor Economics 2017 35:3, 829-867
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| June 2014 | Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
with Kalena Cortes, Takako Nomi: w20211
Published: Kalena E. Cortes & Joshua S. Goodman & Takako Nomi, 2015. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 108-158. citation courtesy of
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| Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time
w20221
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