WorldCat Identities

Ladd, Helen F.

Works: 113 works in 399 publications in 2 languages and 14,437 library holdings
Genres: Case studies  Handbooks and manuals  Abstracts 
Roles: Author, Editor, Redactor
Publication Timeline
Most widely held works by Helen F Ladd
Making money matter : financing America's schools by Helen F Ladd( )

15 editions published in 1999 in English and held by 2,517 WorldCat member libraries worldwide

This book argues that better management of money is more important than in the past if the nation is to raise the achievement of all students. Chapter 1, "Introduction," describes the book's origins and objectives. Chapter 2, "Setting the Stage," offers the goals of facilitating cost-efficient levels of achievement for all, breaking the link between background and achievement, and raising revenues fairly. Chapter 3, "Equity I," assess the meaning and nature of equity issues in educational finance, including efforts through litigation and legislative reforms. Chapter 4, "Equity ii," considers the technical and conceptual challenges of educational adequacy. Chapter 5, "Improving the Productivity of Schools," explores productivity definitions and measurements. Chapter 6, "Achieving Goal 1: Promoting Higher Achievement in a Cost-Efficient Way," describes the use of incentives that empower schools and encourage cost-efficient improvements in achievement; reviews site-based management, charter schools, contracting with private firms; and concludes with an assessment of the empirical evidence supporting choice. Chapter 7, "Achieving Goal 2: Breaking the Nexus," explains the connection between funding inequities and poor achievement, stressing the role of technology, school-community linkages, and potential of vouchers. Chapter 8, "Achieving Goal 3: Raising Revenue Fairly and Efficiently," assesses the fairness of property taxes, and evaluates suggested alternatives. Chapter 9, "Conclusion," stresses the importance of balancing values to achieve educational finance equity, adequacy, and fairness. (Contains 38 pages of endnotes.) (Tej)
When schools compete : a cautionary tale by Edward B Fiske( )

12 editions published in 2000 in English and held by 2,371 WorldCat member libraries worldwide

Equity and adequacy in education finance : issues and perspectives by Helen F Ladd( )

16 editions published in 1999 in English and held by 2,336 WorldCat member libraries worldwide

In the mid 1990s, the U.S. Congress requested a major study of the U.S. system of elementary and secondary education finance by the National Research Council (nrc). This volume of background papers was prepared in conjunction with one part of the study. It includes eight papers commissioned by the NCR's committee to inform its discussions about equity and adequacy in education finance, two of the issues it was specifically charged to address. The papers are: (1) "Concepts of School Finance Equity: 1970 to the Present" (Robert Berne and Leanna Stiefel); (2) "School Finance Litigation in the Name of Educational Equity: Its Evolution, Impact, and Future" (Paul A. Minorini and Stephen D. Sugarman); (3) "The Impact of Court-Mandated School Finance Reform" (William N. Evans, Sheila E. Murray, and Robert M. Schwab); (4) "Court-Mandated School Finance Reform: What Do the New Dollars Buy?" (Margaret E. Goertz and Gary Natriello); (5) "The Politics of School Finance in the 1990s" (Melissa C. Carr and Susan H. Fuhrman); (6) "Educational Adequacy and the Courts: The Promise and Problems of Moving to a New Paradigm" (Paul A. Minorini and Stephen D. Sugarman); (7) "Enabling 'Adequacy' To Achieve Reality: Translating Adequacy into State School Finance Distribution Arrangements" (James W. Guthrie and Richard Rothstein); and (8) "Performance Standards and Educational Cost Indexes: You Can't Have One without the Other" (William D. Duncombe and John M. Yinger). Each paper contains references. (Contains 29 tables and 4 boxes.) (Sld)
Elusive equity : education reform in post-apartheid South Africa by Edward B Fiske( )

18 editions published between 2004 and 2005 in English and held by 2,031 WorldCat member libraries worldwide

This book describes and evaluates the strategies that South Africa pursued in its efforts to establish an education system consistent with the country's new democratic values and its new economic and social needs. The authors focus on three cultural themes: the elimination of racial barriers in the state education system, the development of a unified and equitable school funding system, and the introduction of a new curriculum that embodied the precepts and goals of the new democracy
America's ailing cities : fiscal health and the design of urban policy by Helen F Ladd( Book )

14 editions published between 1989 and 1991 in English and held by 727 WorldCat member libraries worldwide

In the past two decades powerful economic, social, and fiscal forces have buffeted America's major cities. The urbanization of poverty, the shift in employment from manufacturing to services, middle-class flight to the suburbs and Sunbelt, the tax revolt, and cuts in federal aid have made it difficult for many cities to pay for such basic services as police and fire protection, sanitation, and roads. In America's Ailing Cities Helen F. Ladd and John Yinger identify and measure the impact of these broad national trends. Drawing on data from 86 major cities, they offer a rigorous and innovative analysis of urban fiscal conditions. Specifically, they determine the impact of a wide range of factors that lie outside municipal control, including a city's basic economic structure and state-determined fiscal institutions, on a city's underlying fiscal health--the difference between potential revenue and the expenditure needed to finance public services of acceptable quality. Concluding that the fiscal health of America's cities has worsened since 1972, the authors call for new state and federal urban policies that direct assistance to the neediest cities
Holding schools accountable : performance-based reform in education by Helen F Ladd( Book )

8 editions published in 1996 in English and held by 661 WorldCat member libraries worldwide

Many people believe that future reforms of education should focus on the primary mission of elementary and secondary schools and that these schools must be held more accountable for the academic performance of their students. This book brings together researchers from various disciplines--most notably economics, educational policy and management, and political science--to examine such efforts throughout the country. The authors address a range of issues related to performance-based reform and analyze two commonly proposed approaches--the incorporation of accountability and incentive programs into the existing school system, and school choice. Following the introduction by Helen F. Ladd, three chapters in part 1 examine performance-based incentive programs: (2) "Recognizing and Rewarding Success in Public Schools" (Charles T. Clotfeller and Helen F. Ladd); (3) "The New Accountability in State Education Reform: From Process to Performance" (Richard F. Elmore, Charles H. Abelmann, and Susan H. Fuhrman); (4) "Standards-Based School Reform: Policy, Practice, and Performance" (David K. Cohen). Comments on the chapters are offered by Eric A. Hanushek and Robert H. Meyer. Part 2, "Choice and Performance," contains the following: (5) "School Choice and Student Performance" (John F. Witte); and (6) "The Effects of Private School Vouchers on Schools and Students" (Caroline Minter Hoxby). Thomas J. Kane provided comments on chapters 5 and 6. The third part examines the allocation of funds in one chapter: (7) "The Allocation of Resources to Special Education and Regular Instruction" (Hamilton Lankford and James Wyckoff). Comments are provided by Jane Hannaway. Chapters in part 4 examine the costs of achieving high performance: (8) "How and Why Money Matters: An Analysis of Alabama Schools" (Ronald F. Ferguson and Helen F. Ladd); (9) "Economics of School Reform: Three Promising Models" (W. Steven Barnett); and (10) "Alternative Approaches to Measuring the Cost of Education" (William Duncombe, John Ruggiero, and John Yinger). William H. Clune and Richard J. Murname provide comments. References accompany each chapter. A total of 37 tables, 4 figures, and an index are included. (Lmi)
Local government tax and land use policies in the United States : understanding the links by Helen F Ladd( Book )

13 editions published between 1998 and 1999 in English and held by 527 WorldCat member libraries worldwide

The book summarizes the current thinking of urban and public finance economists on the interactions between tax policy and land use policy as pursued by local governments in the United States
Handbook of research in education finance and policy by Helen F Ladd( Book )

18 editions published between 2007 and 2015 in English and held by 486 WorldCat member libraries worldwide

Sponsored by the American Education Finance Association (AEFA), this groundbreaking new handbook assembles in one place the existing research-based knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world
Discrimination in mortgage lending by Robert Schafer( Book )

6 editions published in 1981 in English and Undetermined and held by 470 WorldCat member libraries worldwide

Equal credit opportunity : accessibility to mortgage funds by women and by minorities : final technical report by Robert Schafer( )

9 editions published between 1980 and 1981 in English and held by 457 WorldCat member libraries worldwide

Educational goods : values, evidence, and decision making by Harry Brighouse( )

6 editions published between 2017 and 2018 in English and held by 212 WorldCat member libraries worldwide

We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: "educational goods" are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; "childhood goods" are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes
The challenge of fiscal disparities for state and local governments : the selected essays by Helen F Ladd( Book )

13 editions published between 1998 and 1999 in English and German and held by 164 WorldCat member libraries worldwide

Federal oversight, local control, and the specter of "resegregation" in southern schools by Charles T Clotfelter( Book )

12 editions published in 2005 in English and held by 89 WorldCat member libraries worldwide

"Analyzing data for the 100 largest school districts in the South and Border states, we ask whether there is evidence of "resegregation" of school districts and whether levels of segregation can be linked to judicial decisions. We distinguish segregation measures indicating the extent of racial isolation from those indicating the degree of racial imbalance across schools. For the period 1994 to 2004 the trend in only one measure of racial isolation is consistent with the hypothesis that districts in these regions are resegregating. Yet the increase in this measure appears to be driven by the general increase in the nonwhite percentage in the student population rather than policy-determined increases in racial imbalance. Racial imbalance itself shows no trend over this period. Racial imbalance is nevertheless associated with judicial declarations of unitary status, suggesting that segregation in schools might have declined had it not been for the actions of federal courts. This estimated relationship is subject to a lag, which is in keeping with the tendency for courts to grant unitary status only if districts agree to limit their own freedom to reassign students"--National Bureau of Economic Research web site
Market-based reforms in urban education by Helen F Ladd( Book )

4 editions published in 2002 in English and held by 74 WorldCat member libraries worldwide

Uses the market framework to organize the extensive evidence on the effects of market-based reforms, including analyses of experiences in the United States as well as analyses of the outcomes of market-based reforms in Chile and New Zealand
Proposition 2 1/2 : explaining the vote by Helen F Ladd( Book )

9 editions published in 1981 in English and held by 74 WorldCat member libraries worldwide

Researchers examined Massachusetts voters' reactions to Proposition 2 1/2--which severely restricts local governments' ability to raise money for local public services--through a statewide telephone survey of 1,561 household heads in 58 towns. Data were gathered on each respondent's vote on the proposition, sex, age, education, occupation, income, marital status, race, home ownership, tax burden, use of public services, and other demographic characteristics as well as on knowledge about and attitudes toward Proposition 2 1/2, public finances, taxes, and the level, efficiency, and beneficiaries of public services. Cross-tabulation of the data indicates, among other things, that preference for smaller public sector accounts for only some of the favorable vote on Proposition 2 1/2; that "yes" voters both preferred tax reform and expected Proposition 2 1/2 to accomplish it; and that expectations of reduced governmental waste, inefficiency, and corruption, especially at the local government level, explain a large proportion of the vote favoring the proposition. Three appendices describe the sampling plan, outline the interview schedule, and present the sample's demographic characteristics. (Rw)
Teacher-student matching and the assessment of teacher effectiveness by Charles T Clotfelter( )

11 editions published between 2004 and 2006 in English and held by 72 WorldCat member libraries worldwide

We use administrative data on North Carolina public schools to document the tendency for more highly qualified teachers to be matched with more advantaged students, and we measure the bias this pattern generates in estimates of the impacts of various teacher qualifications on student achievement. One of the strategies we use to minimize this bias is to restrict the analysis to schools that assign students to classrooms in a manner statistically indistinguishable from random assignment. Using data for 5th grade, we consistently find significant returns to teacher experience in both math and reading and to licensure test scores in math achievement. We also find that the returns in math are greater for socioeconomically advantaged students, a finding that may help explain why the observed form of teacher-student matching persists in equilibrium
How and why do teacher credentials matter for student achievement? by Charles T Clotfelter( )

10 editions published in 2007 in English and held by 72 WorldCat member libraries worldwide

Education researchers and policy makers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still persists about the causal relationship between specific teacher credentials and student achievement. In this paper, we use a rich administrative data set from North Carolina to explore a range of questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new - and, indeed, have been explored in many papers over the years within the rubric of the "education production function"--The availability of data on all teachers and students in North Carolina over a ten-year period allows us to explore them in more detail and with far more confidence than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economics characteristics of students, as measured, for example, by the education level of their parents
Proposition 2-1/2 : initial impacts by Katharine L Bradbury( Book )

5 editions published in 1982 in English and held by 72 WorldCat member libraries worldwide

Beginning with the background to the 1980 passage of Massachusetts' Proposition 2 1/2, the authors analyze the first-year effects of the property tax limitation measure. Section 1 describes Massachusetts' previous high dependence on property taxes and outlines the provisions of Proposition 2 1/2. Section 2's analysis indicates that the state's property taxes are so high because local governments cannot use other taxes. Earlier attempts to lower taxes are also covered. Local governments' aggregate statewide revenue losses because of the measure are estimated in section 3, which also looks at the response of increased aid from state government. Section 4 analyzes the impact of Proposition 2 1/2 in terms of communities' population size and the amount of their revenue loss. It finds the greatest revenue losses were in large communities and in communities with moderately high income, property, and tax levels, but that small towns benefited most from the state aid increase. Data in section 5 indicate that Proposition 2 1/2 affected school spending more than other local spending and increased somewhat the disparities across communities in education service levels. The final section summarizes the paper and suggests ways of ameliorating some of the measure's long-run effects. (Author/RW)
The academic achievement gap in grades 3 to 8 by Charles T Clotfelter( )

10 editions published in 2006 in English and held by 68 WorldCat member libraries worldwide

Using data for North Carolina public school students in grades 3 to 8, we examine achievement gaps between white students and students from other racial and ethnic groups. We focus on successive cohorts of students who stay in the state's public schools for all six years, and study both differences in means and in quantiles. Our results on achievement gaps between black and white students are consistent with those from other longitudinal studies: the gaps are sizable, are robust to controls for measures of socioeconomic status, and show no monotonic trend between 3rd and 8th grade. In contrast, both Hispanic and Asian students tend to gain on whites as they progress through these grades. Looking beyond simple mean differences, we find that the racial gaps between low-performing students have tended to shrink as students progress through school, while racial gaps between high-performing students have widened. Racial gaps differ widely across geographic areas within the state; very few of the districts or groups of districts that we examined have managed simultaneously to close the black-white gap and raise the relative test scores of black students
Are teacher absences worth worrying about in the U.S.? by Charles T Clotfelter( )

10 editions published in 2007 in English and held by 67 WorldCat member libraries worldwide

Using detailed data from North Carolina, we examine the frequency, incidence, and consequences of teacher absences in public schools, as well as the impact of an absence disincentive policy. The incidence of teacher absences is regressive: schools in the poorest quartile averaged almost one extra sick day per teacher than schools in the highest income quartile, and schools with persistently high rates of teacher absence were much more likely to serve low-income than high-income students. In regression models incorporating teacher fixed effects, absences are associated with lower student achievement in elementary grades. Finally, we present evidence that the demand for discretionary absences is price-elastic. Our estimates suggest that a policy intervention that simultaneously raised teacher base salaries and broadened financial penalties for absences could both raise teachers' expected income and lower districts' expected costs
moreShow More Titles
fewerShow Fewer Titles
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.20 (from 0.06 for When schoo ... to 0.69 for The challe ...)

Holding schools accountable : performance-based reform in education
When schools compete : a cautionary taleEquity and adequacy in education finance : issues and perspectivesElusive equity : education reform in post-apartheid South AfricaAmerica's ailing cities : fiscal health and the design of urban policyHolding schools accountable : performance-based reform in educationLocal government tax and land use policies in the United States : understanding the linksHandbook of research in education finance and policyThe challenge of fiscal disparities for state and local governments : the selected essays
Alternative Names
Ladd, H. 1945-

Ladd, H. F. 1945-

Ladd, Helen 1945-

Ladd, Helen L.

Ladd, Helen L. 1945-

English (217)

German (1)