Umut Özek
Biographic Data
| ID | 4441715 |
|---|---|
| NAME | Umut Özek |
| GIVEN NAMES | Umut |
| FAMILY NAME | Özek |
| SIGNATURE | ÖZEK U |
| AFFILIATIONS | RAND Corporation Arlington Virginia USA |
| ORCID | 0000-0003-2790-9612 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Does one plus one always equal two? Examining complementarities in educational interventions
Public policies targeting individuals based on need often impose disproportionate burden on communities that lack the resources to implement these policies effectively. In an elementary school setting, I examine whether community‐level interventions focusing on similar needs and providing resources to build capacity in these communities could improve outcomes by improving the effectiveness of individual‐level interventions. I find that the extend…
How Much Should We Rely on Student Test Achievement as a Measure of Success
The use of test scores as a performance measure in high-stakes educational accountability has become increasingly popular since the enactment of the No Child Left Behind Act of 2001 (NCLB), which imposed sanctions such as the threat of losing federal funds unless a state implemented a school accountability system that measures student progress continuously. Since then, many in the education community have questioned whether differences in student…
How Much Should We Rely on Student Test Achievement as a Measure of Success
The use of test scores as a performance measure in high-stakes educational accountability has become increasingly popular since the enactment of the No Child Left Behind Act of 2001 (NCLB), which imposed sanctions such as the threat of losing federal funds unless a state implemented a school accountability system that measures student progress continuously. Since then, many in the education community have questioned whether differences in student…
Does one plus one always equal two? Examining complementarities in educational interventions
Public policies targeting individuals based on need often impose disproportionate burden on communities that lack the resources to implement these policies effectively. In an elementary school setting, I examine whether community‐level interventions focusing on similar needs and providing resources to build capacity in these communities could improve outcomes by improving the effectiveness of individual‐level interventions. I find that the extend…
How Much Should We Rely on Student Test Achievement as a Measure of Success
The use of test scores as a performance measure in high-stakes educational accountability has become increasingly popular since the enactment of the No Child Left Behind Act of 2001 (NCLB), which imposed sanctions such as the threat of losing federal funds unless a state implemented a school accountability system that measures student progress continuously. Since then, many in the education community have questioned whether differences in student…
Does one plus one always equal two? Examining complementarities in educational interventions
Public policies targeting individuals based on need often impose disproportionate burden on communities that lack the resources to implement these policies effectively. In an elementary school setting, I examine whether community‐level interventions focusing on similar needs and providing resources to build capacity in these communities could improve outcomes by improving the effectiveness of individual‐level interventions. I find that the extend…
Psychology (2 works) · School Choice and Performance (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Academic achievement (1 work) · Accountability (1 work) · Achievement test (1 work) · Causality (physics (1 work) · Developmental psychology (1 work) · Economics (1 work)