Mark Chin
Datos Biográficos
| ID | 3772984 |
|---|---|
| NOMBRE | Mark Chin |
| NOMBRES | Mark |
| APELLIDO | Chin |
| FIRMA | CHIN M |
| AFILIACIONES | Harvard Graduate School of Education |
| ORCID | 0000-0002-0136-2068 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 46 |
| OBRAS COMO AUTOR | 9 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
Average and heterogeneous effects of political party on state education finance and outcomes
In the U.S., state politicians directly influence legislation and budget decisions that can substantially affect public education spending and students. (When) does the political party of elected officials matter for these outcomes? We introduce a novel multi-dimensional regression discontinuity design to analyze close legislative elections from 1987 to 2019 and find that the impact of Democratic control of state government depends on election ti…
JUE Insight
School district consolidation in North Carolina
The Stability of Families’ Revealed Preferences for Schools
I investigate longitudinal preferences for schools revealed by families’ applications to middle and high schools within a large urban school district’s universal enrollment system. I find that preferences for schools’ racial/ethnic composition are more stable than preferences for quality and proximity to home, even after concurrently controlling for all characteristics. White and Hispanic families’ preferences for composition are more durable tha…
The Influence of Parent Expectations and Parent‐Child Relationships on Mental Health in Asian American and White American Families
Previous studies have suggested that Asian parents’ high academic expectations can lead to negative mental health outcomes among Asian American youth. We explore this hypothesis by analyzing data collected in an affluent, suburban high school with a large Asian American population. We examine the relationships between parent expectations, students’ relationships with their parents, and mental health outcomes among Asian American (predominantly In…
Bias in the Air
Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the agg…
School District Reform in Newark
In the 2011-12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008-09 through 2015-16, the authors evaluate the change in Newark students' achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a "value-added" model, controlling for prior achieveme…
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes
Both scholars and professional standards identify teachers’ knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents weak evidence regarding whether these constructs are amenable to accurate measurement and whether such…
Relationships between Observations of Elementary Mathematics Instruction and Student Achievement
Much debate surrounding teacher quality has focused on students’ standardized test scores, but recent federal and state initiatives have emphasized the use of multiple measures to evaluate teacher quality, including classroom observations. In this study, we explore differences across school districts in the relationship between student achievement outcomes and the observed quality of teachers’ instruction. Using data from 298 elementary mathemati…
Bias in the Air
Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the agg…
The Influence of Parent Expectations and Parent‐Child Relationships on Mental Health in Asian American and White American Families
Previous studies have suggested that Asian parents’ high academic expectations can lead to negative mental health outcomes among Asian American youth. We explore this hypothesis by analyzing data collected in an affluent, suburban high school with a large Asian American population. We examine the relationships between parent expectations, students’ relationships with their parents, and mental health outcomes among Asian American (predominantly In…
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes
Both scholars and professional standards identify teachers’ knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents weak evidence regarding whether these constructs are amenable to accurate measurement and whether such…
Relationships between Observations of Elementary Mathematics Instruction and Student Achievement
Much debate surrounding teacher quality has focused on students’ standardized test scores, but recent federal and state initiatives have emphasized the use of multiple measures to evaluate teacher quality, including classroom observations. In this study, we explore differences across school districts in the relationship between student achievement outcomes and the observed quality of teachers’ instruction. Using data from 298 elementary mathemati…
School District Reform in Newark
In the 2011-12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008-09 through 2015-16, the authors evaluate the change in Newark students' achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a "value-added" model, controlling for prior achieveme…
Relationships between Observations of Elementary Mathematics Instruction and Student Achievement
Much debate surrounding teacher quality has focused on students’ standardized test scores, but recent federal and state initiatives have emphasized the use of multiple measures to evaluate teacher quality, including classroom observations. In this study, we explore differences across school districts in the relationship between student achievement outcomes and the observed quality of teachers’ instruction. Using data from 298 elementary mathemati…
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes
Both scholars and professional standards identify teachers’ knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents weak evidence regarding whether these constructs are amenable to accurate measurement and whether such…
School District Reform in Newark
In the 2011-12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008-09 through 2015-16, the authors evaluate the change in Newark students' achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a "value-added" model, controlling for prior achieveme…
The Influence of Parent Expectations and Parent‐Child Relationships on Mental Health in Asian American and White American Families
Previous studies have suggested that Asian parents’ high academic expectations can lead to negative mental health outcomes among Asian American youth. We explore this hypothesis by analyzing data collected in an affluent, suburban high school with a large Asian American population. We examine the relationships between parent expectations, students’ relationships with their parents, and mental health outcomes among Asian American (predominantly In…
Bias in the Air
Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the agg…
The Stability of Families’ Revealed Preferences for Schools
I investigate longitudinal preferences for schools revealed by families’ applications to middle and high schools within a large urban school district’s universal enrollment system. I find that preferences for schools’ racial/ethnic composition are more stable than preferences for quality and proximity to home, even after concurrently controlling for all characteristics. White and Hispanic families’ preferences for composition are more durable tha…
School district consolidation in North Carolina
JUE Insight
Average and heterogeneous effects of political party on state education finance and outcomes
In the U.S., state politicians directly influence legislation and budget decisions that can substantially affect public education spending and students. (When) does the political party of elected officials matter for these outcomes? We introduce a novel multi-dimensional regression discontinuity design to analyze close legislative elections from 1987 to 2019 and find that the impact of Democratic control of state government depends on election ti…
Psychology (9 obras) · Mathematics education (7 obras) · Political science (5 obras) · School Choice and Performance (5 obras) · Sociology (5 obras) · Gender Studies (4 obras) · Gender Studies (4 obras) · Race (biology (4 obras) · Academic achievement (3 obras) · Demographic economics (3 obras)