Gema Zamarro
Biographic Data
| ID | 296650 |
|---|---|
| NAME | Gema Zamarro |
| GIVEN NAMES | Gema |
| FAMILY NAME | Zamarro |
| SIGNATURE | ZAMARRO G |
| AFFILIATIONS | University of Arkansas, Fayetteville, AR |
| ORCID | 0000-0002-3893-7523 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 138 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Untapped Potential? Understanding the Paraeducator-to-Teacher Pipeline and Its Potential for Diversifying the Teacher Workforce
Paraeducators are among the largest categories of public education employees and are increasingly seen as a pool of potential teachers. However, little is known about paraeducator-to-teacher transitions. Using statewide administrative data, we show that while paraeducators may be more racially/ethnically diverse than the teacher workforce, Black and Hispanic paraeducators are less likely than White paraeducators to transition into teaching. We ad…
Unlocking college potential
Attending college is a significant human capital investment, but only about 60 % of those who start college will have a completed degree six years later. This makes identifying the skills associated with college success an important policy concern. We surveyed over 1100 entering college freshmen, majoring in business and engineering at a public university in the US, and combined this information with administrative data to create a comprehensive …
Teachers’ willingness to pay for retirement benefits
Many states in the U.S. have recently made or are considering changes to their teacher retirement systems. However, little is known about how teachers value various elements of their retirement benefits versus other aspects of their jobs and compensation. To help alleviate this gap, we use a discrete choice stated preferences experiment embedded in a nationally representative survey of teachers to estimate their willingness-to-pay for various ret…
Teacher-to-Classroom Assignment and Student Achievement
We study the effects of counterfactual teacher-to-classroom assignments on average student achievement in U.S. elementary and middle schools. We use the Measures of Effective Teaching (MET) experiment to semiparametrically identify the average reallocation effects (AREs) of such assignments. Our identification strategy exploits the random assignment of teachers to classrooms in MET schools. To account for noncompliance of some students and teache…
Understanding performance in test taking
Determinants of Ethnic Differences in School Modality Choices During the Covid-19 Crisis
A growing body of research and popular reporting shows racial differences in school modality choices during the COVID-19 crisis, with White students more likely to attend school in person in the fall of 2020 and spring of 2021. This in-person learning gap raises serious equity concerns. We use unique panel survey data to explore possible explanations. We find that a combination of factors may explain these differences. School districts’ offerings…
Gender differences in couples’ division of childcare, work and mental health during Covid-19
Personality as a Predictor of Unit Nonresponse in an Internet Panel
Unit nonresponse in panel data sets is often a source of bias. Why certain individuals attrite from longitudinal studies and how to minimize this phenomenon have been examined by researchers. However, this research has typically focused on data sets collected via telephone, postal mail, or face-to-face interviews. Moreover, this research usually focuses on using demographic characteristics such as educational attainment or income to explain varia…
Does Private Schooling Affect Noncognitive Skills? International Evidence Based on Test and Survey Effort on Pisa
Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies
Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this study we conducted a literature review to investigate whether assessment metadata (typically data …
Understanding a Vicious Cycle
While numerous studies have demonstrated a correlation between exclusionary discipline and negative student outcomes, this relationship is likely confounded by other factors related to the underlying misbehavior or risk of disciplinary referral. Using 10 years of student-level demographic, achievement, and disciplinary data from all K–12 public schools in Arkansas, we find that exclusionary consequences are related to worse academic outcomes (e.g…
The intergenerational transmission of noncognitive skills and their effect on education and employment outcomes
Effects of Dual-Language Immersion Programs on Student Achievement
Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students’ test scores in reading, mathematics, and science and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13% to 22% of a standard deviation, reflecting 7 to 9 months of le…
Dimensions of Subjective Well-Being
A Longitudinal Study of Well-Being of Older Europeans
Closing schools in a shrinking district
Retirement effects on health in Europe
Family Labor Participation and Child Care Decisions
One of the most significant long term trends in the labor market in most OECD countries has been the increase in the proportion of working mothers. However, not all countries show the same pattern. Countries in Southern Europe (Italy, Greece and Spain) show an average participation rate of about 45% whereas the participation rates in Northern countries (Denmark, Sweden) are around 75%. The characteristics of child care systems also differ signifi…
Teacher qualifications and student achievement in urban elementary schools
Dimensions of Subjective Well-Being
Effects of Dual-Language Immersion Programs on Student Achievement
Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students’ test scores in reading, mathematics, and science and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13% to 22% of a standard deviation, reflecting 7 to 9 months of le…
Closing schools in a shrinking district
Understanding a Vicious Cycle
While numerous studies have demonstrated a correlation between exclusionary discipline and negative student outcomes, this relationship is likely confounded by other factors related to the underlying misbehavior or risk of disciplinary referral. Using 10 years of student-level demographic, achievement, and disciplinary data from all K–12 public schools in Arkansas, we find that exclusionary consequences are related to worse academic outcomes (e.g…
Teacher qualifications and student achievement in urban elementary schools
Determinants of Ethnic Differences in School Modality Choices During the Covid-19 Crisis
A growing body of research and popular reporting shows racial differences in school modality choices during the COVID-19 crisis, with White students more likely to attend school in person in the fall of 2020 and spring of 2021. This in-person learning gap raises serious equity concerns. We use unique panel survey data to explore possible explanations. We find that a combination of factors may explain these differences. School districts’ offerings…
Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies
Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this study we conducted a literature review to investigate whether assessment metadata (typically data …
A Longitudinal Study of Well-Being of Older Europeans
Personality as a Predictor of Unit Nonresponse in an Internet Panel
Unit nonresponse in panel data sets is often a source of bias. Why certain individuals attrite from longitudinal studies and how to minimize this phenomenon have been examined by researchers. However, this research has typically focused on data sets collected via telephone, postal mail, or face-to-face interviews. Moreover, this research usually focuses on using demographic characteristics such as educational attainment or income to explain varia…
Does Private Schooling Affect Noncognitive Skills? International Evidence Based on Test and Survey Effort on Pisa
The intergenerational transmission of noncognitive skills and their effect on education and employment outcomes
Teacher qualifications and student achievement in urban elementary schools
Retirement effects on health in Europe
Family Labor Participation and Child Care Decisions
One of the most significant long term trends in the labor market in most OECD countries has been the increase in the proportion of working mothers. However, not all countries show the same pattern. Countries in Southern Europe (Italy, Greece and Spain) show an average participation rate of about 45% whereas the participation rates in Northern countries (Denmark, Sweden) are around 75%. The characteristics of child care systems also differ signifi…
Closing schools in a shrinking district
A Longitudinal Study of Well-Being of Older Europeans
Dimensions of Subjective Well-Being
The intergenerational transmission of noncognitive skills and their effect on education and employment outcomes
Effects of Dual-Language Immersion Programs on Student Achievement
Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students’ test scores in reading, mathematics, and science and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13% to 22% of a standard deviation, reflecting 7 to 9 months of le…
Does Private Schooling Affect Noncognitive Skills? International Evidence Based on Test and Survey Effort on Pisa
Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies
Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this study we conducted a literature review to investigate whether assessment metadata (typically data …
Understanding a Vicious Cycle
While numerous studies have demonstrated a correlation between exclusionary discipline and negative student outcomes, this relationship is likely confounded by other factors related to the underlying misbehavior or risk of disciplinary referral. Using 10 years of student-level demographic, achievement, and disciplinary data from all K–12 public schools in Arkansas, we find that exclusionary consequences are related to worse academic outcomes (e.g…
Personality as a Predictor of Unit Nonresponse in an Internet Panel
Unit nonresponse in panel data sets is often a source of bias. Why certain individuals attrite from longitudinal studies and how to minimize this phenomenon have been examined by researchers. However, this research has typically focused on data sets collected via telephone, postal mail, or face-to-face interviews. Moreover, this research usually focuses on using demographic characteristics such as educational attainment or income to explain varia…
Gender differences in couples’ division of childcare, work and mental health during Covid-19
Understanding performance in test taking
Determinants of Ethnic Differences in School Modality Choices During the Covid-19 Crisis
A growing body of research and popular reporting shows racial differences in school modality choices during the COVID-19 crisis, with White students more likely to attend school in person in the fall of 2020 and spring of 2021. This in-person learning gap raises serious equity concerns. We use unique panel survey data to explore possible explanations. We find that a combination of factors may explain these differences. School districts’ offerings…
Teachers’ willingness to pay for retirement benefits
Many states in the U.S. have recently made or are considering changes to their teacher retirement systems. However, little is known about how teachers value various elements of their retirement benefits versus other aspects of their jobs and compensation. To help alleviate this gap, we use a discrete choice stated preferences experiment embedded in a nationally representative survey of teachers to estimate their willingness-to-pay for various ret…
Teacher-to-Classroom Assignment and Student Achievement
We study the effects of counterfactual teacher-to-classroom assignments on average student achievement in U.S. elementary and middle schools. We use the Measures of Effective Teaching (MET) experiment to semiparametrically identify the average reallocation effects (AREs) of such assignments. Our identification strategy exploits the random assignment of teachers to classrooms in MET schools. To account for noncompliance of some students and teache…
Unlocking college potential
Attending college is a significant human capital investment, but only about 60 % of those who start college will have a completed degree six years later. This makes identifying the skills associated with college success an important policy concern. We surveyed over 1100 entering college freshmen, majoring in business and engineering at a public university in the US, and combined this information with administrative data to create a comprehensive …
Untapped Potential? Understanding the Paraeducator-to-Teacher Pipeline and Its Potential for Diversifying the Teacher Workforce
Paraeducators are among the largest categories of public education employees and are increasingly seen as a pool of potential teachers. However, little is known about paraeducator-to-teacher transitions. Using statewide administrative data, we show that while paraeducators may be more racially/ethnically diverse than the teacher workforce, Black and Hispanic paraeducators are less likely than White paraeducators to transition into teaching. We ad…
Psychology (15 works) · Economics (10 works) · Medicine (10 works) · Social Psychology (9 works) · Demographic economics (8 works) · School Choice and Performance (8 works) · Mathematics education (7 works) · Academic achievement (6 works) · Social Psychology (5 works) · Sociology (5 works)