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Student Success

The ultimate test of whether educators and policymakers have fulfilled their responsibilities to students is how well their students succeed both in the near term school and in the long term in later life. CEPA researchers examines a wide range of issues, including how to best measure student success, what factors predict and promote student success, and how different types of teacher instruction, school programs, and education policies can improve student achievement.

Displaying 181 - 191 of 191
When teachers’ and parents’ values differ: Teachers’ ratings of academic competence in children from low-income families

Penny Hauser-Cram

,

Selcuk Sirin

,

Deborah Stipek

2003
How welfare reform impacts preschool-age children: An analysis of random assignment data from Connecticut

Susanna Loeb

,

Bruce Fuller

,

Sharon Lynn Kagan

,

Bidemi Abioseh Carrol

2003
The impact of accountability policies in Texas high schools

Martin Carnoy

,

Susanna Loeb

,

Tiffany Smith

2003
Learning to earn

Thomas Dee

2003
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Teen drinking and educational attainment: Evidence from Two-Sample Instrumental Variables (TSIV) estimates

Thomas Dee

,

William N. Evans

2003
Does external accountability affect student outcomes? A cross-state analysis

Martin Carnoy

,

Susanna Loeb

2003
The Effects of School Vouchers on Students: Evidence from Colombia

Joshua Angrist

,

Eric P. Bettinger

,

Erik Bloom

,

Elizabeth King

,

Michael Kremer

2002
At what age should children enter kindergarten? A question for policy makers and parents

Deborah Stipek

2002
Good instruction is motivating

Deborah Stipek

2002
Motivation to learn: From theory to practice (4th edition)

Deborah Stipek

2002
Young children’s attitudes toward school: Causes and consequences

T. Valeski

,

Deborah Stipek

2001

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