NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH
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Whitney Kozakowski

Harvard Graduate School of Education
Cambridge, MA 02138

E-Mail: EmailAddress: hidden: you can email any NBER-related person as first underscore last at nber dot org
Institutional Affiliation: Harvard Graduate School of Education

NBER Working Papers and Publications

August 2019College Remediation Goes Back to High School: Evidence from a Statewide Program in Tennessee
with Thomas J. Kane, Angela Boatman, Christopher Bennett, Rachel Hitch, Dana Weisenfeld: w26133
Many U.S. students arrive on college campus lacking the skills expected for college-level work. As state leaders seek to increase postsecondary enrollment and completion, public colleges have sought to lessen the delays created by remedial course requirements. Tennessee has taken a novel approach by allowing students to complete their remediation requirements in high school. Using both a difference-in-differences and a regression discontinuity design, we evaluate the program’s impact on college enrollment and credit accumulation, finding that the program boosted enrollment in college-level math during the first year of college and allowed students to earn a modest 4.5 additional college credits by their second year. We also report the first causal evidence on remediation's impact on st...
October 2017School District Reform in Newark: Within- and Between-School Changes in Achievement Growth
with Mark J. Chin, Thomas J. Kane, Beth E. Schueler, Douglas O. Staiger: w23922
In 2011-12, Newark launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2009 through 2016, we evaluate the change in Newark students’ achievement growth relative to similar students and schools elsewhere in New Jersey. We measure achievement growth using a “value-added” model, controlling for prior achievement, demographics and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English and no significant change in math achievement growth. Perhaps due to the disruptive nature of the reforms, growth declined initially before rebounding in recent years. Aided by the closure of low value-added schools, much of the improvement was due to shifting enrollment from lower- to hi...

Published: Mark Chin & Thomas J. Kane & Whitney Kozakowski & Beth E. Schueler & Douglas O. Staiger, 2019. "School District Reform in Newark: Within- and Between-School Changes in Achievement Growth," ILR Review, vol 72(2), pages 323-354. citation courtesy of

 
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