@article{bosworth_cameron_deshazo_2009, title={Demand for environmental policies to improve health: Evaluating community-level policy scenarios}, volume={57}, ISSN={["0095-0696"]}, DOI={10.1016/j.jeem.2008.07.009}, abstractNote={Using a national survey and a discrete choice experiment format, we estimate demand for environmental polices to improve health. We use a richly detailed community-level approach that describes illnesses avoided, premature deaths avoided, policy duration, and the affected population size. We allow preferences for policy attributes to vary systematically with the scenario design, with the source of risk and type of health threat, and with respondent characteristics. Using a willingness to pay (WTP) framework similar to that used for studies of individual risk, we find that omission of illness information leads to an upward bias in estimates of the value of avoided premature deaths and that individuals view avoided deaths and avoided illnesses as substitutes. We also find evidence of strongly diminishing marginal utility in policy scope. Differences in marginal WTP from different sources of risk or types of illness appear very small relative to differences associated with respondent characteristics and/or perceptions. Self-interest strongly dominates altruistic considerations.}, number={3}, journal={JOURNAL OF ENVIRONMENTAL ECONOMICS AND MANAGEMENT}, author={Bosworth, Ryan and Cameron, Trudy Ann and DeShazo, J. R.}, year={2009}, month={May}, pages={293–308} }
 @article{bosworth_caliendo_2007, title={Educational production and teacher preferences}, volume={26}, ISSN={["1873-7382"]}, DOI={10.1016/j.econedurev.2005.04.004}, abstractNote={Abstract We develop a simple model of teacher behavior that offers a solution to the “class size puzzle” and is useful for analyzing the potential effects of the No Child Left Behind Act. When teachers must allocate limited classroom time between multiple instructional methods, rational teachers may respond to reductions in class size by reallocating classroom time in a way that reduces average educational achievement. This result is possible even when students are not sorted by ability. Teacher preferences for the achievement of heterogeneous students play a fundamental role in our model, and we derive necessary conditions for reductions in average educational achievement. We also provide an analysis of the distributional consequences of changes in class size and teacher preferences. Monte Carlo simulations predict both positive and negative class size effects, suggesting that the model supports the findings of several leading econometric studies.}, number={4}, journal={ECONOMICS OF EDUCATION REVIEW}, author={Bosworth, Ryan and Caliendo, Frank}, year={2007}, month={Aug}, pages={487–500} }