Steven G. Rivkin's research while affiliated with University of Illinois at Chicago and other places

... Seus trabalhos são a essência do que se pode compreender como teoria da escolha escolar. Por outro lado, há evidências de que a competição influencia a qualidade da escolha, principalmente, influenciando os professores (Hanushek & Rivkin, 2003). Outros estudos analisam as reformas da escolha escolar nos EUA e sua relação com a qualidade da escola (Baude, Casey, Hanushek, Phelan, & Rivkin, 2019;Hanushek, Kain, Rivkin, & Branch, 2007). ...

... Most principals who turn over, however, do not express dissatisfaction with their work (Boyce and Bowers 2016), suggesting the importance of other factors, including decisions by actors other than the principal. For instance, studies demonstrate that school accountability systems affect turnover in schools according to what achievement benchmarks they meet (Cullen et al. 2016;, and districts may be more likely to remove or demote principals in low-achieving schools (Grissom and Bartanen 2019a). ...

... This paper is also related to a small body of U.S. evidence showing the positive impacts of the extra resources provided to schools on students' exam scores (Card and Payne, 2002;Papke, 2005;Jackson et al., 2015) and educational qualifications and later earnings (Lafortune et al., 2018;Schmick and Shertzer, 2019). However, similar analyses in France and Romania yield less-optimistic results (Bénabou et al., 2009;Feigenberg et al., 2019;Benhenda and Grenet, 2020;Munteanu, 2022). A small number of papers have even concluded that compensatory education policies may be counterproductive, if schools invest their extra resources in less-efficient teaching methods (Leuven et al., 2007), or if families from different social backgrounds select into (or out of) the targeted schools (Beffy and Davezies, 2013;Davezies and Garrouste, 2020). ...

... For instance, one study found that urban charter schools boosted performance for students of color and low-performing students in the state of Massachusetts [55], and another showed improved performance for students from low socioeconomic backgrounds across 13 different states [65]. These differential outcomes may be at least partially attributed to a "no excuses" style curriculum, as both Angrist and colleagues [55] and Baude [66] noted the curricula as being a driving factor of the charter school's success. ...

... First, salary plays a crucial role in attracting (high quality) teachers (Eide, Goldhaber, and Brewer 2004;de Ree et al. 2018;see Umansky 2005). Correspondingly, evidence suggests that a higher salary reduces the probability of a teacher leaving the profession (Hanushek, Kain, and Rivkin 2001;Hendricks 2015). Second, salary is a prominent determinant of teacher attrition (Kelly 2004). ...

... Special education teacher staffing problems are harmful to student achievement. There is compelling, causal research showing that teacher attrition has negative impacts on student test scores (Hanushek et al., 2016;Ronfeldt et al., 2013). Ronfeldt et al. (2013), for example, showed that losing all of the teachers in a grade in a given school caused a -0.06 SD change in student achievement in that school and grade the following year. ...

... In respect to the effects of poverty on principal turnover, Branch et al. (2013) focused their research on Texas schools and reported that schools with higher percentages of students in poverty were more likely to have first-year principals than schools serving higher percentages of students who were not in poverty. Texas schools with higher percentages of students in poverty were also less likely to have principals at the same school for at least six years than schools with less disadvantaged student populations. ...

... The statistically significant differences between non-mobile students and mobile students in their reading and mathematics performance in each of the six years of data analyzed herein, when controlling for and not controlling for economic status, are congruent with the research literature that mobility negatively influences academic achievement (e.g., Audette, Algozzine, & Warden, 1993; Hanushek et al., 2004Hanushek et al., , 2009Kerbow, 1995;Lovell & Isaacs, 2008;Reynolds et al., 2009;Schaller, 1975;Scherrer, 2013;Smith et al., 2008). Results, including a consideration of students included in this study and excluded due to a lack of scores, are also commensurate with other research finding about student mobility. ...

... La revisión de la literatura internacional sobre las condiciones de trabajo y la carrera de los docentes revela que en los últimos años han captado la atención de los investigadores temas como la deserción y la rotación de los docentes (Darling-Hammond, 2003), los factores que determinan el abandono de la labor docente y el traslado de un centro educativo a otro (Hanushek et al, 2004), y también los elementos que inciden sobre la retención de los docentes en una escuela y en la labor de enseñanza en general (Hughes, 2012). ...

... Third, we contribute to the cross-disciplinary literature on the science of scaling evidence-based interventions (Coburn 2003;Honig 2006;Manna 2010;Banerjee et al. 2017;Davis et al. 2017;Muralidharan and Niehaus 2017;Al-Ubaydli, List, and Suskind 2020;Gupta et al. 2021;Zhou et al. 2021). Our work is most closely related to Jepsen and Rivkin's (2009) seminal study of how supply-side constraints made efforts to reduce class sizes at scale across California largely ineffectual. High-stakes teacher evaluation systems went from being a policy proposal piloted in DC public schools to a nationwide reform initiative with unprecedented speed and federal support. ...