Student Success
Journal Articles
How teacher turnover harms student achievementAmerican Educational Research Journal, 50(1), pp. 4-36. 2013.
Estimating achievement gaps from test scores reported in ordinal 'Proficiency' categoriesJournal of Educational and Behavioral Statistics, 37(4), pp. 489-517. 2012.
The widening academic achievement gap between the rich and the poorCommunity Investments: Summer 2012, 24(2), pp. 19-39. 2012.
Rational ignorance in education: A field experiment in student plagiarismJournal of Human Resources, 47(2), pp. 397-434. 2012.
Conditional cash penalties in education: Evidence from the Learnfare experimentEconomics of Education Review, 30(5), pp. 924-937. 2011.
The Impact of the No Child Left Behind Act on Student AchievementJournal of Policy Analysis and Management, 30(3), pp. 418-446. 2011.
The Non-cognitive Returns to Class SizeEducational Evaluation and Policy Analysis, 33(1), pp. 23-46. 2011.
Effects of failing a high school Exit Exam on course‐taking, achievement, persistence, and graduationEducation Evaluation and Policy Analysis, 32(4), pp. 498-520. 2010.
Learning-related behaviors and literacy achievement in elementary school-aged childrenEarly Childhood Research Quarterly, 25(3), pp. 385-396. 2010.
Teacher preparation and student achievementEducation Evaluation and Policy Analysis, 31(4), pp. 416-440. 2009.
The Hispanic‐White achievement gap in math and reading in the elementary gradesAmerican Educational Association Journal, 46(3), pp. 853‐891. 2009.
The effect of Catholic schooling on math and reading development in kindergarten through fifth gradeJournal of Research on Educational Effectiveness, 2(1), pp. 45-87. 2009.
Effects of aggression on achievement: Does conflict with the teacher make it worse? Child Development, 79(6), pp. 1721-1735. 2008.
Out-of-field teaching and student achievement: Evidence from 'Matched-Pairs' comparisonsPublic Finance Review, 36(1), pp. 7-32. 2008.
Patterns of Hispanic students' math skill proficiency in the early elementary gradesJournal of Latinos and Education, 6(3), pp. 229-252. 2007.
Teachers and the gender gaps in student achievementJournal of Human Resources, 42(3), pp. 528-554. 2007.
Patience in children: Evidence from experimental economicsJournal of Public Economics, 91(1-2), pp. 343-363. 2007.
The effects of Catholic schooling on civic participationInternational Tax and Public Finance, 12(5), pp. 605-625. 2005.
Invited commentary: Examining patterns of development in early elementary school using ECLS‐K dataThe Education Statistics Quarterly, 6(3), 2005.
A teacher like me: Does race, ethnicity or gender matter? American Economic Review, 95(2), pp. 158-165. 2005.
The effect of charter schools on charter students and public schoolsEconomics of Education Review, 24(2), pp. 133-147. 2005.
The emergence of gender difference in children’s perceptions of their academic competenceJournal of Applied Developmental Psychology, 26(3), pp. 276–295. 2005.
Teaching practices in kindergarten and first grade: Different strokes for different folksEarly Childhood Research Quarterly, 19(4), pp. 548-568. 2004.
Teachers, race and student achievement in a randomized experimentThe Review of Economics and Statistics, 86(1), pp. 195-210. 2004.
Teen drinking and educational attainment: Evidence from Two-Sample Instrumental Variables (TSIV) estimatesJournal of Labor Economics, 21(1), pp. 178-209. 2003.
Does external accountability affect student outcomes? A cross-state analysisEducation Evaluation and Policy Analysis, 24(4), pp. 305-331. 2003.
Young children’s attitudes toward school: Causes and consequencesChild Development, 72, pp. 1198-1213. 2001.
Promoting conceptual thinking in four upper-elementary mathematics classroomsElementary School Journal, 102, pp. 59-80. 2001.
Academic Achievement and Social Behaviors Associated with Age of Entry into KindergartenJournal of Applied Developmental Psychology, 22(2), pp. 175-189. 2001.
In the eyes of the beholder: How students and teachers judge students’ motivation in mathematicsTeaching and Teacher Education, 17(3), pp. 321-331. 2001.
Examining the link between teacher wages and student outcomes: The importance of alternative labor market opportunities and non-pecuniary variationReview of Economics and Statistics, 82(3), pp. 393-408. 2000.
School size in Chicago elementary schools: Effects on teachers’ attitudes and students’ achievementAmerican Education Research Journal, 37(1), pp. 3-31. 2000.
The complementarity of teen smoking and drinkingJournal of Health Economics, 18(6), pp. 767-773. 1999.
Who loses HOPE? Attrition from Georgia's College Scholarship ProgramSouthern Economic Journal, 66(2), pp. 379-390. 1999.
Life Lessons: An embedded classroom approach to preventing high-risk behavior among preadolescentsElementary School Journal, 99(5), pp. 433-451. 1999.
The value (and convergence) of practices suggested by motivation researchers and mathematics education reformersJournal for Research in Mathematics Education, 29(4), pp. 465-488. 1998.
Centralization of school finance in MichiganJournal of Policy Analysis and Management, 16(1), pp. 114-136. 1997.
The effect of measured school inputs on academic achievement: Evidence from the 1920s, 1930s and 1940s birth cohortsReview of Economics and Statistics, 78(4), pp. 653-664. 1996.
Children’s beliefs about intelligence and school performanceJournal of Educational Psychology, 88(3), pp. 397-407. 1996.
Effects of different instructional approaches on young children's achievement and motivationChild Development, 66(1), pp. 209-223. 1995.
Children’s use of dispositions to predict classmates' behaviorDevelopmental Psychology, 29(4), pp. 646-654. 1993.
Pride and mastery in children with autismJournal of Child Psychology and Psychiatry & Allied Disciplines, 34(3), pp. 353-362. 1993.
Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematicsJournal of Educational Psychology, 83(3), pp. 361-371. 1991.
Explaining within semester changes in student effort in junior high school and senior high school coursesJournal of Educational Psychology, 83(2), pp. 201-211. 1991.
Children's use of dispositional attributions in predicting the performance and behavior of classmatesJournal of Applied Developmental Psychology, 11(1), pp. 13-28. 1990.
Learned helplessness in task-orienting versus performance-orienting testing conditionsJournal of Educational Psychology, 81(3), pp. 384-391. 1989.
The stability of students’ achievement-related thoughts and school performance from one grade to the nextElementary School Journal, 90(1), pp. 57-67. 1989.
Developmental change in children's assessment of intellectual competenceChild Development, 60(3), pp. 521-538. 1989.
Testing some attribution-emotion relations in the People's Republic of ChinaJournal of Personality and Social Psychology, 56(1), pp. 109-116. 1989.
Children's understanding of the implications of causal attributions for emotional experiencesChild Development, 59, pp. 1601-1610. 1988.
Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, pp. 352-356. 1988.
A developmental analysis of elementary school-aged children's concepts of pride and embarrassmentChild Development, 59(2), pp. 367-377. 1988.
Attributions, emotions, and behavior in the elementary school classroomJournal of Classroom Interaction, 22(2), pp. 1-5. 1987.
Emotional responses to objective and normative performance feedbackJournal of Applied Developmental Psychology, 8, pp. 183-195. 1987.
Reports
What Do We Know About the Tradeoffs Associated with Teacher Misclassification in High Stakes Personnel Decisions? The Carnegie Knowledge Network, 2013.
How stable are value-added estimates across years, subjects, and student groups? The Carnegie Knowledge Network, 2012.
The why chromosome: How a teacher's gender affects boys and girlsEducation Next, 6(4), pp. 68-75. 2006.
Do higher state test scores in Texas make for better high school outcomesConsortium for Policy Research in Education Research Report, 2001.
Working Papers
Books: Books, Chapters, Reviews
The widening academic achievement gap between the rich and the poor: New evidence and possible explanationsIn R. Murnane & G. Duncan (Eds.), Whither Opportunity? Rising Inequality and the Uncertain Life Chances of Low-Income Children, New York: Russell Sage Foundation Press, 2011.
Classroom practices and children’s motivation to learnIn E. Zigler, S., W. S. Gilliam, & S. Barnett (Eds.), The pre-K debates: Current controversies & issues, Baltimore, Maryland: Paul H. Brookes Publishing, pp. 98-103. 2011.
Motivation to learnIn H. Weiss, H. Kreider, M. Lopez & C. Chatman-Nelson (Eds.), Preparing educators to engage families (2nd edition), Thousand Oaks CA: Sage Publications, pp. 2-7. 2010.
Patterns and trends in racial/ethnic and socioeconomic academic achievement gapsIn H. A. Ladd & E. B. Fiske (Eds.), Handbook of Research in Education Finance and Policy, Lawrence Erlbaum, 2007.
Do High School Exit Exams Influence Educational Attainment or Labor Market Performance?In A. Gamoran (Ed), Standards-Based Reform and Children in Poverty: Lessons for "No Child Left Behind", Brookings Institution Press, 2007.
Early childhood and the achievement gapIn H.F. Ladd & E.B. Fiske (Eds.), Handbook of Research in Education Finance and Policy, Routledge Press, pp. 517-534. 2007.
Race, SES and achievement gapsSection Editor In H.F. Ladd & E.B. Fiske (Eds.), Handbook of Research in Education Finance and Policy, Routledge Press, pp. 499-518. 2007.
The effects of educational vouchers on student over-confidenceIn G. Harrison (Ed.), Field Experiments in Economics, Elsevier Press, 2005.
Children as unwitting agents in their developmental pathwaysIn Cooper, C., Garcia Coll, C., Bartko, W., Davis, H., & Chatman, C. (Eds.), Developmental Pathways through Middle Childhood: Rethinking Context and Diversity as Resources, Hillsdale, NJ: Erlbaum, pp. 99-120. 2005.
Comment on "Peer Effects in Higher Education" by G. Winston and D. ZimmermannIn C. Hoxby (Ed), College Decisions: How Students Make Them and How They Could, University of Chicago Press, pp. 421-423. 2004.
Engaging schools: Fostering high school students’ motivation to learn. Deborah Stipek. Washington DC: National Academies Press, 2004.
Motivating students by teaching for understandingIn J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Reston, VA: National Council of Teachers of Mathematics, pp. 17-22. 2002.
Motivation to learn: From theory to practice (4th edition). Deborah Stipek. Needham Heights, MA: Allyn & Bacon, 272 pages. 2002.
Teacher quality: Its enhancement and potential for improving pupil achievementIn D. H. Monk, H. J. Walberg & M. C. Wang (Eds.), Improving Educational Productivity, Greenich, CT: Information Age Publishing Inc, pp. 99-114. 2001.
Classroom context effects on young children’s motivationIn F. Salili, C. Chiu, & Y. Hong (Eds.), Student motivation: The culture and context of learning, pp. 273-292. 2001.
Motivated minds: Raising children who love learning. Deborah Stipek, Kathy Seal. New York: Henry Holt, 2001.
What have we learned?In A. Bohart & D. Stipek (Eds.), Constructive and destructive behavior: Implications for family, school, and society, Washington DC: American Psychological Association, pp. 367-397. 2001.
Pathways to constructive behavior: Importance of academic achievement in the early elementary gradesIn A. Bohart & D. Stipek (Eds.), Constructive and destructive behavior: Implications for family, school, and society, Washington DC: American Psychological Association, pp. 291-315. 2001.
Constructive and destructive behavior: Implications for family, school, and society. Arthur Bohart, Deborah Stipek. Washington DC: American Psychological Association, 2001.
Motivation to learn: From theory to practice (3rd edition). Deborah Stipek. Needham Heights, MA: Allyn & Bacon, 1998.
Motivation and instructionIn D. Berliner & R. Calfee (Eds.), Handbook of educational psychology, Macmillan: New York, pp. 85-113. 1996.
Access to excellence through new forms of student assessmentIn D.P. Wolf & J.B. Baron (Eds.), Performance‐based student assessment: Challenges and possibilities. Ninety‐fifth Yearbook of the National Society for the Study of Education, Part I, Chicago: University of Chicago Press, 1996.
Motivation to learn: From theory to practice (2nd edition). Deborah Stipek. Needham Heights, MA: Allyn & Bacon, 292 pages. 1993.
The child at schoolIn M. Bornstein & M. Lamb (Eds.), Developmental psychology: An advanced textbook (3rd edition), Hillsdale, NJ: Erlbaum, 1992.
Motivation to learn: From theory to practice. Deborah Stipek. Englewood Cliffs, NJ: Prentice Hall, 160 pages. 1988.
Research on early childhood and elementary school programsIn M. Wittrock (Ed.), Handbook of research on teaching - 3rd ed, American Educational Research Association, pp. 727-753. 1986.
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