WorldCat Identities

Kane, Thomas J.

Overview
Works: 114 works in 365 publications in 1 language and 3,476 library holdings
Genres: Abstracts  History 
Roles: Author, Editor, Contributor, Other
Classifications: LB2342, 378.30973
Publication Timeline
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Most widely held works about Thomas J Kane
 
Most widely held works by Thomas J Kane
The price of admission : rethinking how Americans pay for college by Thomas J Kane( Book )

8 editions published in 1999 in English and held by 531 WorldCat member libraries worldwide

"Over the past fifteen years, a college education has become an increasingly important determinant of success in the U.S. labor market. With the gap in college enrollment widening by family income, the time has come to examine the strengths and weaknesses of the American system for financing higher education and to rethink its structure from the ground up."--BOOK JACKET. "Kane promotes a package of reforms intended to squeeze more social bang from the many public bucks devoted to higher education."--Jacket
Designing teacher evaluation systems : new guidance from the measures of effective teaching project by Thomas J Kane( )

14 editions published between 2014 and 2015 in English and held by 378 WorldCat member libraries worldwide

WHAT IS EFFECTIVE TEACHING? It s not enough to say I know it when I see it not when we re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field s most preeminent experts tap the MET project s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task
Final report for contract "prototype laser-diode-pumped solid state laser transmitters" : for period April 1987-June 1989 by Thomas J Kane( )

3 editions published in 1989 in English and held by 302 WorldCat member libraries worldwide

Rising public college tuition and college entry : how well do public subsidies promote access to college? by Thomas J Kane( )

13 editions published in 1995 in English and held by 132 WorldCat member libraries worldwide

Though economists have spent the past decade analyzing the rising payoff to schooling, we know much less about the responses of youth or the effectiveness of policies aimed at influencing those decisions. States and the federal government currently spend more than $53 billion annually, hoping to promote greater access to college. This paper evaluates the price sensitivity of youth, using several sources of non-experimental variation in costs. The bulk of the evidence points to large enrollment impacts, particularly for low-income students and for those attending two-year colleges. The states have chosen to promote college enrollment by keeping tuition low through across-the-board subsidies rather than using more targeted, means-tested aid. As public enrollments increase, this has become an expensive strategy. Means-tested aid may be better targeted. However, the evidence of enrollment responses to such targeted aid is much weaker. After a federal means-tested grant program was established in 1973, there was no disproportionate increase in enrollment by low-income youth. Given the number of public dollars at stake, the two sets of results should be reconciled
Estimating returns to schooling when schooling is misreported by Thomas J Kane( )

14 editions published in 1999 in English and held by 126 WorldCat member libraries worldwide

We propose a general method of moments technique to identify measurement error in self-reported and transcript-reported schooling using differences in wages, test scores, and other covariates to discern the relative verity of each measure. We also explore the implications of such reporting errors for both OLS and IV estimates of the returns to schooling. The results cast a new light on two common findings in the extensive literature on the returns to schooling: sheepskin effects' and the recent IV estimates, relying on natural experiments' to identify the payoff to schooling. First, respondents tend to self-report degree attainment much more accurately than they report educational attainment not corresponding with degree attainment. For instance, we estimate that more than 90 percent of those with associate's or bachelor's degrees accurately report degree attainment, while only slightly over half of those with 1 or 2 years of college credits accurately report their educational attainment. As a result, OLS estimates tend to understate returns per year of schooling and overstate degree effects. Second, because the measurement error in educational attainment is non-classical, IV estimates also tend to be biased, although the magnitude of the bias depends upon the nature of the measurement error in the region of educational attainment affected by the instrument
Improving school accountability measures by Thomas J Kane( )

16 editions published in 2001 in English and held by 124 WorldCat member libraries worldwide

A growing number of states are using annual school-level test scores as part of their school accountability systems. We highlight an under-appreciated weakness of that approach the imprecision of school-level test score means -- and propose a method for better discerning signal from noise in annual school report cards. For an elementary school of average size in North Carolina, we estimate that 28 percent of the variance in 5th grade reading scores is due to sampling variation and about 10 percent is due to other non-persistent sources. More troubling, we estimate that less than half of the variance in the mean gain in reading performance between 4th and 5th grade is due to persistent differences between schools. We use these estimates of the variance components in an empirical Bayes framework to generate filtered' predictions of school performance, which have much greater predictive value than the mean for a single year. We also identify evidence of within-school heterogeneity in classroom level gains, which suggests the importance of teacher effects
Labor market returns to two- and four-year colleges : is a credit a credit and do degrees matter? by Thomas J Kane( )

17 editions published between 1993 and 1995 in English and held by 118 WorldCat member libraries worldwide

In CPS data, the 20% of the civilian labor force with 1-3 years of college earn 15% more than high school graduates. We use data from the National Longitudinal Study of the High School Class of1972 which includes postsecondary transcript data and the NLSY to study the distinct returns to 2-year and 4-year college attendance and degree completion. Controlling for background and measured ability, wage differentials for both 2-year and 4-year college credits are positive and similar. We find that the average 2-year and 4-year college student earned roughly 5% more than high school graduates for every year of credits completed. Second, average bachelor and associate degree recipients did not earn significantly more than those with similar numbers of college credits and no degree, suggesting that the credentialing effects of these degrees are small. We report similar results from the NLSY and the CPS. We also pursue two IV strategies to identify measurement error and selection bias. First, we use self-reported education as an instrument for transcript reported education. Second, we use public tuition and distance from the closest 2-year and 4-year colleges as instruments, which we take as orthogonal to schooling measurement error and other unobserved characteristics of college students. We find that in our data the two biases roughly cancel each other, suggesting that the results above are, if anything, understated
A quasi-experimental estimate of the impact of financial aid on college-going by Thomas J Kane( )

11 editions published in 2003 in English and held by 116 WorldCat member libraries worldwide

Although state and federal governments heavily subsidize the price of college, estimates of the impact of these subsidies on college enrollment have not been well-identified. I use a regression discontinuity design to study the impact of the CalGrant program in California on college going. Eligibility requires students to meet minimum thresholds on three characteristics: income, assets and high school Grade Point Average. Because there are several dimensions of eligibility, the analysis allows for specification tests, estimating any discontinuities along a given dimension of eligibility, dependent upon whether one satisfied the other two dimensions of eligibility. The paper uses a novel data collection strategy to measure subsequent college enrollment for 150,000 financial aid applicants in 1998 and 1999. The results suggest large impacts (3 to 4 percentage points) of grant eligibility on college enrollment among financial aid applicants, with larger impacts on the choice of private four-year colleges in California
Financing apprenticeship training : evidence from Germany by Dietmar Harhoff( )

14 editions published in 1993 in English and held by 111 WorldCat member libraries worldwide

Much of the current discussion promoting apprenticeship programs in the U.S. proceeds as if it is simply a matter of historical accident or lack of imagination which has hindered human capital investment by U.S. firms. However, the cause may be rooted more deeply in our labor market institutions. This paper discusses the structure of incentives undergirding the German system of apprenticeship training. Many German firms face large net costs of apprenticeship training. Yet they continue to provide such training in spite of considerable worker turnover upon completion of the training. The simplest human capital model suggests that employers would be willing to finance only firm-specific training. Rather than engage in a futile debate over the general or specific nature of the skills being provided, we first describe and evaluate 3 characteristics of the German labor market which may lead firms to accept part of the cost of general training even in the face of worker turnover. We then attempt to understand why German workers and firms may be more willing to invest even in firm-specific skills than in the U.S.. Finally, we discuss some implications of these results for the current vocational training debate in the U.S
Evaluating the impact of the D.C. tuition assistance grant program by Thomas J Kane( )

7 editions published in 2004 in English and held by 107 WorldCat member libraries worldwide

In the Fall of 2000, the D.C. Tuition Assistance Grant program dramatically changed the menu of college prices offered to residents of the District of Columbia. The program allowed residents of D.C. to attend public institutions in Maryland and Virginia and pay the same tuition as residents of those states. Between 1998 and 2000 (the first year of the program), the number of D.C. residents attending public institutions in Virginia and Maryland more than doubled. When public institutions in other states were included in subsequent years, the number of D.C. residents attending these institutions also nearly doubled. The increases were largest at non-selective public 4-year institutions in the mid-Atlantic states, particular predominantly black public institutions in Maryland and Virginia. College entry rates by D.C. residents also seemed to increase. The number of first-time federal financial aid applicants, the number of first-year college students receiving Pell Grants and the number of district residents reported as freshmen by colleges and universities nationwide all increased by 15 percent or more, while the number of graduates from D.C. public high schools remained flat
Parental preferences and school competition : evidence from a public school choice program by Justine S Hastings( )

12 editions published in 2005 in English and held by 101 WorldCat member libraries worldwide

This paper uses data from the implementation of a district-wide public school choice plan in Mecklenburg County, North Carolina to estimate preferences for school characteristics and examine their implications for the local educational market. We use parental rankings of their top three choices of schools matched with student demographic and test score data to estimate a mixed-logit discrete choice demand model for schools. We find that parents value proximity highly and the preference attached to a school's mean test score increases with student's income and own academic ability. We also find considerable heterogeneity in preferences even after controlling for income, academic achievement and race, with strong negative correlations between preferences for academics and school proximity. Simulations of parental responses to test score improvements at a school suggest that the demand response at high-performing schools would be larger than the response at low-performing schools, leading to disparate demand-side pressure to improve performance under school choice
School quality, neighborhoods and housing prices : the impacts of school desegregation by Thomas J Kane( )

11 editions published in 2005 in English and held by 98 WorldCat member libraries worldwide

We study the relationship between school characteristics and housing prices in Mecklenburg County, North Carolina between 1994 and 2001. During this period, the school district was operating under a court-imposed desegregation order and redrew a number of school boundaries. We use two different sources of variation to disentangle the effect of schools and other neighborhood characteristics: differences in housing prices along assignment zone boundaries and changes in housing prices following the change in school assignments. We find systematic differences in house prices along school boundaries, although the impact of schools is only one-quarter as large as the naive cross-sectional estimates would imply. Moreover, house prices seem to react to changes in school assignments. Part of the impact of school assignments is mediated by subsequent changes in the characteristics of the population living in the school zone
Preferences and heterogeneous treatment effects in a public school choice lottery by Justine S Hastings( )

11 editions published in 2006 in English and held by 94 WorldCat member libraries worldwide

This paper combines a model of parental school choice with randomized school lotteries in order to understand the effects of being assigned to a first-choice school on academic outcomes. We outline a simple framework in which those who place the highest weight on academics when choosing a school benefit the most academically when admitted. Although the average student does not improve academically when winning a school lottery, this average impact conceals a range of impacts for identifiable subgroups of students. Children of parents whose choices revealed a strong preference for academic quality experienced significant gains in test scores as a result of attending their chosen school, while children whose parents weighted academic characteristics less heavily experienced academic losses. This differential effect is largest for children of parents who forfeit the most in terms of utility gains from proximity and racial match to choose a school with stronger academics. Depending on one's own race and neighborhood, a preference for academic quality can either conflict with or be reinforced by other objectives, such as a desire for proximity and same-race peers
What does certification tell us about teacher effectiveness? : evidence from New York City by Thomas J Kane( )

12 editions published in 2006 in English and held by 89 WorldCat member libraries worldwide

We use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. On average, the certification status of a teacher has at most small impacts on student test performance. However, among those with the same certification status, there are large and persistent differences in teacher effectiveness. This evidence suggests that classroom performance during the first two years, rather than certification status, is a more reliable indicator of a teacher's future effectiveness. We also evaluate turnover among teachers with different certification status, and the impact on student achievement of hiring teachers with predictably high turnover. Given relatively modest estimates of experience differentials, even high turnover groups (such as Teach for America participants) would have to be only slightly more effective in their first year to offset the negative effects of their high exit rates
The American way of aging : an event history analysis by David T Ellwood( )

8 editions published in 1989 in English and held by 86 WorldCat member libraries worldwide

The paper presents a methodology for studying the sequence and timing of life events past age 65. After estimating models of marital status, disability, living arrangements and income from the scattered segments of old age captured within the 17 year window of the Panel Study of Income Dynamics (PSID), we simulated up to 35 years of old age, using a sample of those turning 65 between 1980 and 1984" The simulated life expectancies correspond quite well with life-table estimates published by the National Center for Health Statistics. Even in this initial effort, we report some interesting findings: First, the prospects for rich and poor at age 65 were very different, those with high incomes living 4 years longer than those with low incomes. Second, women who were ever institutionalized were hardly identifiable at age 65, having similar income, marital status and disability status as other women at age 65. Third, women are much more vulnerable to changes in marital status, suffering a permanent 20% decline in their standard of living upon widowhood compared to a 10% decline for men. Fourth, poor widows at age 80 were likely to have been widows or poor already when they turned 65
Coherent communication link using diode-pumped lasers : final report for contract NAAS5-30487, submitted to NASA Goddard Space Flight Center by Thomas J Kane( Book )

1 edition published in 1989 in English and held by 82 WorldCat member libraries worldwide

Estimating teacher impacts on student achievement : an experimental evaluation by Thomas J Kane( )

10 editions published in 2008 in English and held by 82 WorldCat member libraries worldwide

We used a random-assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores. Having estimated teacher effects during a pre-experimental period, we used these estimates to predict student achievement following random assignment of teachers to classrooms. While all of the teacher effect estimates we considered were significant predictors of student achievement under random assignment, those that controlled for prior student test scores yielded unbiased predictions and those that further controlled for mean classroom characteristics yielded the best prediction accuracy. In both the experimental and non-experimental data, we found that teacher effects faded out by roughly 50 percent per year in the two years following teacher assignment
Identifying effective classroom practices using student achievement data by Thomas J Kane( )

8 editions published between 2010 and 2011 in English and held by 80 WorldCat member libraries worldwide

Recent research has confirmed both the importance of teachers in producing student achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify effective teachers and teaching practices. This paper combines information from classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. We find that classroom based measures of teaching effectiveness are related in substantial ways to student achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers. Our results also offer information on the types of practices that are most effective at raising achievement
An evaluation of bias in three measures of teacher quality : value-added, classroom observations, and student surveys by Andrew Bacher-Hicks( )

5 editions published in 2017 in English and held by 77 WorldCat member libraries worldwide

There are three primary measures of teaching performance: student test-based measures (i.e., value added), classroom observations, and student surveys. Although all three types of measures could be biased by unmeasured traits of the students in teachers' classrooms, prior research has largely focused on the validity of value-added measures. We conduct an experiment involving 66 mathematics teachers in four school districts and test the validity of all three types of measures. Specifically, we test whether a teacher's performance on each measure under naturally occurring (i.e., non-experimental) settings predicts performance following random assignment of that teacher to a class of students. Combining our results with those from two previous experiments, we provide further evidence that value-added measures are unbiased predictors of teacher performance. In addition, we provide the first evidence that classroom observation scores are unbiased predictors of teacher performance on a rubric measuring the quality of mathematics instruction. Unfortunately, we lack the statistical power to reach any similar conclusions regarding the predictive validity of a teacher's student survey responses
Validating teacher effect estimates using changes in teacher assignments in Los Angeles by Andrew Bacher-Hicks( )

5 editions published in 2014 in English and held by 68 WorldCat member libraries worldwide

In a widely cited study, Chetty, Friedman, and Rockoff (2014a; hereafter CFR) evaluate the degree of bias in teacher value-added estimates using a novel "teacher switching" research design with data from New York City. They conclude that there is little to no bias in their estimates. Using the same model with data from North Carolina, Rothstein (2014) argued that the CFR research design is invalid, given a relationship between student baseline test scores and teachers' value-added. In this paper, we replicated the CFR analysis using data from the Los Angeles Unified School District and similarly found that teacher value-added estimates were valid predictors of student achievement. We also demonstrate that Rothstein's test does not invalidate the CFR design and instead reflects a mechanical relationship, given that teacher value-added scores from prior years and baseline test scores can be based on the same data. In addition, we explore the (1) predictive validity of value-added estimates drawn from the same, similar, and different schools, (2) an alternative way of estimating differences in access to effective teaching by taking teacher experience into account, and (3) the implications of alternative ways of imputing value-added when it cannot be estimated directly
 
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The price of admission : rethinking how Americans pay for college
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Alternative Names
Kane, T.

Kane, T. J. 1961-

Kane, Thomas 1961-

Kane, Thomas Joseph 1961-

Thomas Kane (economist) Amerikaans econoom

Thomas Kane economista estadounidense

Thomas Kane economista estatunidenc

Thomas Kane economista estauxunidense

Thomas Kane économiste américain

Thomas Kane ekonomist amerikan

Томас Кэйн

توماس كان عالم اقتصاد أمريكي

توماس کین اقتصاددان آمریکایی

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English (201)