Ron Zimmer

230 Appleton Place
Peabody College
Vanderbilt University
Nashville, TN

E-Mail: EmailAddress: hidden: you can email any NBER-related person as first underscore last at nber dot org

NBER Working Papers and Publications

June 2015Charter Schools: A Survey of Research on Their Characteristics and Effectiveness
with Dennis Epple, Richard Romano: w21256
The charter school movement is nearing its 25th anniversary, making this an opportune time to take stock of the movement by addressing the following questions: Where do charter schools locate? Who do they serve? Who manages them? Who teaches in them? Most importantly, what are the effects of charter schools on the academic performance of students who enroll in charters and on students who remain in traditional public schools? We review research findings that shed light on these questions.
September 2010Evaluating the Gifted Program of an Urban School District using a Modified Regression Discontinuity Design
with Billie Davis, John Engberg, Dennis N. Epple, Holger Sieg: w16414
This paper examines the impact of a gifted program on retention in an urban school district using a regression discontinuity design. Gifted programs often employ IQ thresholds for admission, with those above the threshold being admitted. One common problem with the RD design arises if the forcing variable (the IQ score) is manipulated, thus invalidating the standard research design. We proposed a modified RD estimator that deals with manipulation in the forcing variable. Once we properly correct for manipulation of test scores around the cut-off points, we find evidence that the gifted program offered by the district has a positive effect on retention of higher income students.
April 2009Estimation of Causal Effects in Experiments with Multiple Sources of Noncompliance
with John Engberg, Dennis Epple, Jason Imbrogno, Holger Sieg: w14842
The purpose of this paper is to study identification and estimation of causal effects in experiments with multiple sources of noncompliance. This research design arises in many applications in education when access to oversubscribed programs is partially determined by randomization. Eligible households decide whether or not to comply with the intended treatment. The paper treats program participation as the outcome of a decision process with five latent household types. We show that the parameters of the underlying model of program participation are identified. Our proofs of identification are constructive and can be used to design a GMM estimator for all parameters of interest. We apply our new methods to study the effectiveness of magnet programs in a large urban school district. Our fin...
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