Betheny Gross
Biographic Data
| ID | 5181255 |
|---|---|
| NAME | Betheny Gross |
| GIVEN NAMES | Betheny |
| FAMILY NAME | Gross |
| SIGNATURE | GROSS B |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 90 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Weighted Student Funding and Outcomes
Over the last 20 years an increasing number of districts have implemented weighted student funding (WSF) policies that distribute resources to schools in ways that more accurately reflect the level students may require and provide principals with expanded flexibility in the use of funds. This study uses an event study model to examine whether student academic performance trends for a sample of 18 districts between 2009 and 2016 outpaced those in …
Choice, Preferences, and Constraints
Does ''choosing a home'' still matter for ''choosing a school,'' despite implementation of school choice policies designed to weaken this link? Prior research shows how the presence of such policies does little to solve the problems of stratification and segregation associated with residentially based enrollment systems, since families differ along racial/ethnic and socioeconomic lines in their access to, and how they participate in, the school c…
Teacher career paths, teacher quality, and persistence in the classroom
In this paper we examine the mobility of early‐career teachers of varying quality, measured using value‐added estimates of teacher performance. Unlike previous studies that have examined these issues, we focus on the variation in these effects across the effectiveness distribution. We find that, on average, more effective teachers tend to stay in their initial schools and in the teaching profession. But there also appears to be heterogeneity in m…
Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools
The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether motivation levels changed as a result of accountability policies and the policy mechanisms that affected teac…
Teacher career paths, teacher quality, and persistence in the classroom
In this paper we examine the mobility of early‐career teachers of varying quality, measured using value‐added estimates of teacher performance. Unlike previous studies that have examined these issues, we focus on the variation in these effects across the effectiveness distribution. We find that, on average, more effective teachers tend to stay in their initial schools and in the teaching profession. But there also appears to be heterogeneity in m…
Choice, Preferences, and Constraints
Does ''choosing a home'' still matter for ''choosing a school,'' despite implementation of school choice policies designed to weaken this link? Prior research shows how the presence of such policies does little to solve the problems of stratification and segregation associated with residentially based enrollment systems, since families differ along racial/ethnic and socioeconomic lines in their access to, and how they participate in, the school c…
Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools
The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether motivation levels changed as a result of accountability policies and the policy mechanisms that affected teac…
Weighted Student Funding and Outcomes
Over the last 20 years an increasing number of districts have implemented weighted student funding (WSF) policies that distribute resources to schools in ways that more accurately reflect the level students may require and provide principals with expanded flexibility in the use of funds. This study uses an event study model to examine whether student academic performance trends for a sample of 18 districts between 2009 and 2016 outpaced those in …
Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools
The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether motivation levels changed as a result of accountability policies and the policy mechanisms that affected teac…
Teacher career paths, teacher quality, and persistence in the classroom
In this paper we examine the mobility of early‐career teachers of varying quality, measured using value‐added estimates of teacher performance. Unlike previous studies that have examined these issues, we focus on the variation in these effects across the effectiveness distribution. We find that, on average, more effective teachers tend to stay in their initial schools and in the teaching profession. But there also appears to be heterogeneity in m…
Choice, Preferences, and Constraints
Does ''choosing a home'' still matter for ''choosing a school,'' despite implementation of school choice policies designed to weaken this link? Prior research shows how the presence of such policies does little to solve the problems of stratification and segregation associated with residentially based enrollment systems, since families differ along racial/ethnic and socioeconomic lines in their access to, and how they participate in, the school c…
Weighted Student Funding and Outcomes
Over the last 20 years an increasing number of districts have implemented weighted student funding (WSF) policies that distribute resources to schools in ways that more accurately reflect the level students may require and provide principals with expanded flexibility in the use of funds. This study uses an event study model to examine whether student academic performance trends for a sample of 18 districts between 2009 and 2016 outpaced those in …
Economics (4 works) · Psychology (4 works) · Sociology (4 works) · Demographic economics (3 works) · Demography (3 works) · School Choice and Performance (3 works) · Academic achievement (2 works) · Demography (2 works) · Educational Assessment and Improvement (2 works) · Higher Education Research Studies (2 works)