@inproceedings{gottfried_freeman_egalite_2024, title={Both/and: Students’ academic benefits of sharing race/ethnicity and language with their teachers}, booktitle={Association for Education Finance and Policy 49th Annual Conference}, author={Gottfried, M.G. and Freeman, J. and Egalite, A.J.}, year={2024}, month={Mar} }
 @inproceedings{egalite_kisida_bowen_2024, title={Factors driving school choice in North Carolina during the COVID-19 pandemic}, booktitle={International School Choice and Reform Conference}, author={Egalite, A.J. and Kisida, B. and Bowen, D.}, year={2024}, month={Jan} }
 @book{egalite_mills_2023, place={Raleigh, NC}, title={Competitive pressure: How private school choice influenced North Carolina’s public-school environment}, url={https://ced.ncsu.edu/elphd/wp-content/uploads/sites/16/2023/06/Competitive-Pressure.pdf}, number={8}, institution={College of Education, North Carolina State University}, author={Egalite, A.J. and Mills, J.N.}, year={2023} }
 @inproceedings{egalite_gottfried_barriga_2023, title={Representation for exceptional children: Ethnoracial matching effects for students of color with disabilities}, booktitle={Annual meeting of the International School Choice and Reform Conference}, author={Egalite, A.J. and Gottfried, M.A. and Barriga, M.D.}, year={2023}, month={Jan} }
 @inproceedings{egalite_gottfried_batts_martin_2023, title={The role of teacher-student ethnoracial matching in student identification for special education services}, booktitle={Association for Education Finance and Policy 48th Annual Conference}, author={Egalite, A.J. and Gottfried, M.A. and Batts, C. and Martin, L.C.}, year={2023}, month={Mar} }
 @article{egalite_2023, title={What We Know About Teacher Race and Student Outcomes}, volume={24}, number={1}, journal={Education Next}, author={Egalite, A.J.}, year={2023}, month={Dec}, pages={42–48} }
 @inproceedings{kisida_egalite_bowen_2022, title={Causal Estimates of the Effect of Teacher- Student Race and Ethnicity Matching on Student Achievement in Six U.S. School Districts}, booktitle={Association for Education Finance and Policy 47th Annual Conference}, author={Kisida, B. and Egalite, A.J. and Bowen, D.H.}, year={2022}, month={Mar} }
 @article{egalite_2022, title={Educational Pluralism, Education Preferences, and the Origin Story of an American Movement: Congratulations to the Winners of the 2022 Patrick Wolf ISCRC Best Paper Prize}, volume={16}, ISSN={1558-2159 1558-2167}, url={http://dx.doi.org/10.1080/15582159.2022.2102709}, DOI={10.1080/15582159.2022.2102709}, abstractNote={"Educational Pluralism, Education Preferences, and the Origin Story of an American Movement: Congratulations to the Winners of the 2022 Patrick Wolf ISCRC Best Paper Prize." Journal of School Choice, 16(3), pp. 363–364}, number={3}, journal={Journal of School Choice}, publisher={Informa UK Limited}, author={Egalite, Anna J.}, year={2022}, month={Jul}, pages={363–364} }
 @article{egalite_grissom_lindsay_2022, title={Effective school principals: Taking stock of two decades of research}, volume={24}, number={2}, journal={The Register}, author={Egalite, A.J. and Grissom, J.A. and Lindsay, C.A.}, year={2022}, pages={20–23} }
 @inproceedings{egalite_gottfried_barriga_2022, title={Representation for exceptional children: Ethnoracial matching effects for students of color with disabilities}, booktitle={Annual meeting of the Association for Public Policy Analysis and Management}, author={Egalite, A.J. and Gottfried, M.A. and Barriga, M.D.}, year={2022}, month={Nov} }
 @inproceedings{egalite_mills_antoszyk_paul_2022, title={The Competitive Effects of Private School Vouchers in North Carolina}, booktitle={Association for Education Finance and Policy 47th Annual Conference}, author={Egalite, A.J. and Mills, J.N. and Antoszyk, E. and Paul, J.}, year={2022}, month={Mar} }
 @book{grissom_egalite_lindsay_2021, place={New York City, NY}, title={How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research}, url={https://www.wallacefoundation.org/principalsynthesis}, institution={The Wallace Foundation}, author={Grissom, J.A. and Egalite, A.J. and Lindsay, C.A.}, year={2021} }
 @article{grissom_egalite_lindsay_2021, title={What great principals really do}, volume={78}, url={http://www.ascd.org/publications/educational-leadership/apr21/vol78/num07/What-Great-Principals-Really-Do.aspx}, number={7}, journal={Educational Leadership}, author={Grissom, J.A. and Egalite, A.J. and Lindsay, C.A.}, year={2021}, pages={21–25} }
 @article{egalite_stallings_porter_2020, title={An Analysis of the Effects of North Carolina's Opportunity Scholarship Program on Student Achievement}, volume={6}, ISSN={["2332-8584"]}, DOI={10.1177/2332858420912347}, abstractNote={ The North Carolina Opportunity Scholarship Program is a private school voucher program that provides state-funded vouchers worth up to $4,200 to eligible students entering kindergarten through 12th grade. Because the public and private school sectors administer different assessments, we recruited approximately 700 students to take a common, nationally normed, standardized test. Matching on baseline achievement and rich demographic data, we use a quasi-experimental inverse propensity weighting approach to maximize comparability between the public and private school student samples. Our preferred specification examines first-year effects for new Opportunity Scholarship students, revealing positive estimates of .36 SD in math and .44 SD in language; there is no effect on reading scores. Results for renewal students are statistically significant in language scores only. In further analyses, we estimate separate effects for private schools that regularly administer another version of the assessment used in this study, the Iowa Test of Basic Skills. We conclude by discussing policy implications. }, number={1}, journal={AERA OPEN}, author={Egalite, Anna J. and Stallings, D. T. and Porter, Stephen R.}, year={2020}, month={Jan} }
 @book{egalite_barriga_stallings_antoszyk_2020, title={An analysis of North Carolina’s private school landscape}, url={https://ced.ncsu.edu/elphd/wp-content/uploads/sites/2/2020/04/Private-School-Landscape-Report.pdf.}, number={7}, author={Egalite, A.J. and Barriga, M.D. and Stallings, D.T. and Antoszyk, E.}, year={2020} }
 @article{egalite_fusarelli_seaton_stallings_2020, title={Early Adopters: Private School Leaders Respond to the Introduction of Targeted School Vouchers}, volume={29}, ISSN={1056-7879}, url={http://dx.doi.org/10.1177/1056787919886581}, DOI={10.1177/1056787919886581}, abstractNote={The North Carolina Opportunity Scholarship Program awarded private school vouchers to over 7,000 low-income students in 2017-18, yet only 61% of the state’s private schools registered to participate in the Opportunity Scholarship Program and just over half of schools (54%) actually enrolled voucher recipients. Given that the program is anticipated to grow by $10 million per year for 10 years, private school supply will be an important consideration as student participation rises. Using rich focus group and survey data collected from private school leaders between 2014 and 2017, this analysis probes the participation decisions of private school leaders.}, number={2}, journal={International Journal of Educational Reform}, publisher={SAGE Publications}, author={Egalite, Anna J. and Fusarelli, Lance and Seaton, Lacey and Stallings, D. T.}, year={2020}, month={Mar}, pages={123–151} }
 @article{egalite_fusarelli_barriga_antoszyk_stallings_2020, title={Out of Pocket? Out of Reach: How Hidden Costs Affect Participation in a Means-Tested School Choice Program}, volume={14}, ISSN={1558-2159 1558-2167}, url={http://dx.doi.org/10.1080/15582159.2020.1756720}, DOI={10.1080/15582159.2020.1756720}, abstractNote={We examine how low-income parents who apply for North Carolina’s Opportunity Scholarship program navigate major obstacles to their full participation in this means-tested private school choice program. Using a mixed-methods approach, this study draws upon administrative data from the state agency that oversees the program, surveys of every applicant family across two consecutive school years (2015–16 and 2016–17), and focus group data from two regions of the state. We uncover four major themes related to applicant families’ decisions to explicitly or implicitly decline the offer of a private school voucher: Program eligibility requirements, parents’ difficulties acquiring program information to assist with the application process, students’ inadequate academic preparation, and financial barriers to participation. Even though eligible families can qualify for financial assistance of up to $4,200 per year, hidden costs appear to play a particularly important role in voucher use. We discuss the policy implications of these findings and offer recommendations.}, number={2}, journal={Journal of School Choice}, publisher={Informa UK Limited}, author={Egalite, Anna J. and Fusarelli, Lance and Barriga, M. Daniela and Antoszyk, Emily and Stallings, D.T.}, year={2020}, month={Apr}, pages={159–189} }
 @book{egalite_2020, place={Palo Alto, CA}, title={The National Charter School Landscape}, url={https://www.hoover.org/research/national-charter-school-landscape}, institution={Hoover Education Success Initiative, Hoover Institution}, author={Egalite, A.J.}, year={2020} }
 @misc{egalite_barriga_2020, title={The Politics of Institutional Reform: Katrina, Education, and the Second Face of Power by T. M. Moe, Cambridge, England, Cambridge University Press, 2019, 172 pp., $44.99, ISBN 1108481159}, volume={14}, ISSN={1558-2159 1558-2167}, url={http://dx.doi.org/10.1080/15582159.2020.1756715}, DOI={10.1080/15582159.2020.1756715}, abstractNote={Part history book, part policy analysis, and part political science theory, Terry Moe’s careful documentation of Hurricane Katrina’s devastating effect on New Orleans’ education landscape and the u...}, number={2}, journal={Journal of School Choice}, publisher={Informa UK Limited}, author={Egalite, Anna J. and Barriga, M. Daniela}, year={2020}, month={Apr}, pages={316–318} }
 @inproceedings{egalite_mills_antoszyk_paul_2020, title={The systemic effects of private school choice in North Carolina}, booktitle={Annual Conference of the International School Choice and Reform Conference}, author={Egalite, A.J. and Mills, J.N. and Antoszyk, E. and Paul, J.}, year={2020}, month={Jan} }
 @inproceedings{egalite_stallings_porter_2019, title={An Impact Analysis of North Carolina’s Opportunity Scholarship Program on Student Achievement}, booktitle={Annual Conference of the International School Choice and Reform Conference}, author={Egalite, A.J. and Stallings, D.T. and Porter, S.R.}, year={2019}, month={Jan} }
 @inproceedings{maranto_glenn_egalite_degroof_2019, title={Are Muslim Schools the New Catholic Schools? Roundtable on Charles Glenn’s Muslim Educators in American Communities}, booktitle={Annual Conference of the International School Choice and Reform Conference}, author={Maranto, R. and Glenn, C. and Egalite, A. and DeGroof, J.}, year={2019}, month={Jan} }
 @article{egalite_mills_2021, title={Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana}, volume={16}, ISSN={["1557-3079"]}, DOI={10.1162/edfp_a_00286}, abstractNote={Given the significant growth rate and geographic expansion of private school choice programs over the past two decades, it is important to examine how traditional public schools respond to the sudden injection of competition for students and resources. Although prior studies of this nature have been limited to Florida and Milwaukee, using multiple analytic strategies this paper examines the competitive impacts of the Louisiana Scholarship Program (LSP) to determine its achievement impacts on students in affected public schools. Serving 4,954 students in its first year of statewide expansion, this targeted school voucher program provides public funds for low-income students in low-performing public schools to enroll in participating private schools across the state of Louisiana. Using (1) a school fixed effects approach and (2) a regression discontinuity framework to examine the achievement impacts of the LSP on students in affected public schools, this competitive effects analysis reveals neutral to positive impacts that are small in magnitude. Policy implications are discussed.}, number={1}, journal={EDUCATION FINANCE AND POLICY}, author={Egalite, Anna J. and Mills, Jonathan N.}, year={2021}, month={Jan}, pages={66–91} }
 @article{anderson_egalite_mills_2019, title={Discipline Reform: The Impact of a Statewide Ban on Suspensions for Truancy}, volume={24}, ISSN={["1532-7671"]}, DOI={10.1080/10824669.2018.1537794}, abstractNote={Abstract Chronic absenteeism and truancy have been linked to a variety of undesirable outcomes for students including increased risk of dropout, lower test scores, lower educational and social engagement, juvenile delinquency, and substance abuse. One controversial response to truancy is the use of exclusionary discipline, such as out-of-school suspensions (OSS). Out of concern that such a practice is counter-intuitive and likely not effective at improving student engagement or academic outcomes, some states have recently banned this practice altogether. This analysis uses Arkansas as a case study to estimate the impact of a state-level ban on the use of OSS for truancy on attendance—an important measure related to student engagement and opportunity to learn. Using an eight-year panel of student-level data in a difference-in-differences framework, we find no evidence of improvement in attendance for truant students. Implications for policy design, implementation, and evaluation are discussed.}, number={1}, journal={JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK}, author={Anderson, Kaitlin P. and Egalite, Anna J. and Mills, Jonathan N.}, year={2019}, pages={68–91} }
 @inproceedings{egalite_fusarelli_stallings_platt_2019, title={Early Adopters Versus Cautious Observers: Private School Leaders Respond to the Introduction of Targeted School Vouchers in North Carolina}, booktitle={Annual Conference of the International School Choice and Reform Conference}, author={Egalite, A.J. and Fusarelli, L. and Stallings, D.T. and Platt, L.E.}, year={2019}, month={Jan} }
 @article{dixon_egalite_humble_wolf_2019, title={Experimental results from a four-year targeted education voucher program in the slums of Delhi, India}, volume={124}, ISSN={["0305-750X"]}, DOI={10.1016/j.worlddev.2019.104644}, abstractNote={We present experimental evidence from a school choice program carried out in a 20-square kilometer, highly urbanized slum area known as Shahdara, which is situated in East Delhi, India. The lottery-based allocation of vouchers allows us to structure an impact evaluation as a randomized controlled trial. We conduct an Intent-to-Treat (ITT) analysis of the impact of the offer of a voucher as well as a Treatment-on-Treated (TOT) analysis of the impact of using a voucher, employing the lottery results as an instrumental variable. Four years after random assignment, we find large positive impacts of voucher use on student test scores in English (0.31σ, p < .05). We find suggestive negative impacts of voucher use on test scores in the native language of Hindi (−0.20σ, p < .10), but this impact is not significant at the standard 95% confidence level. We find no voucher impact on student test scores in mathematics.}, journal={WORLD DEVELOPMENT}, author={Dixon, Pauline and Egalite, Anna J. and Humble, Steve and Wolf, Patrick J.}, year={2019}, month={Dec} }
 @inbook{anderson_egalite_mills_2019, place={Cambridge, MA}, title={Tackling truancy: Findings from a state-level policy banning suspensions for truancy}, booktitle={Absent from School: Understanding and addressing student absenteeism}, publisher={Harvard Education Press}, author={Anderson, K. and Egalite, A.J. and Mills, J.N.}, editor={Gottfried, M.A. and Hutt, E.Editors}, year={2019} }
 @misc{egalite_2019, title={Teacher diversity in North Carolina: Sector differences in exposure and impact raise questions about how benefits are felt}, url={https://fordhaminstitute.org/national/commentary/teacher-diversity-north-carolina-sector-differences-exposure-and-impact-raise}, publisher={Thomas B. Fordham Institute}, author={Egalite, A.J.}, year={2019} }
 @inproceedings{lindsay_egalite_2019, title={The Effects of Principal-Teacher Demographic Matching on Teacher Turnover in North Carolina}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Lindsay, C. and Egalite, A.J.}, year={2019}, month={Mar} }
 @inproceedings{egalite_catt_2019, title={The School Choice Tipping Point: An Analysis of the Competitive Effects of the Indiana Voucher Program on Public District Schools}, booktitle={Annual Conference of the International School Choice and Reform Conference}, author={Egalite, A.J. and Catt, A.}, year={2019}, month={Jan} }
 @inproceedings{egalite_catt_2019, title={The School Choice Tipping Point: An Analysis of the Competitive Effects of the Indiana Voucher Program on Public District Schools}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Egalite, A.J. and Catt, A.}, year={2019}, month={Mar} }
 @inproceedings{lindsay_egalite_2019, title={The effects of principal-teacher demographic matching on teacher turnover in North Carolina}, booktitle={International Conference of the Association for Public Policy Analysis and Management at the Universitat Pompeu Fabra}, author={Lindsay, C.L. and Egalite, A.J.}, year={2019}, month={Jul} }
 @misc{egalite_barriga_2018, title={A Review of 'Choosing Charters: Better Schools or More Segregation?' Edited by Iris C. Rotberg and Joshua L. Glazer}, journal={Teachers College Record}, author={Egalite, A.J. and Barriga, M.D.}, year={2018} }
 @book{egalite_stallings_porter_2018, title={An analysis of North Carolina’s Opportunity Scholarship Program on student achievement}, number={3}, author={Egalite, A.J. and Stallings, D.T. and Porter, S.R.}, year={2018} }
 @misc{wolf_egalite_2018, title={Does Private School Choice Improve Student Achievement?}, ISBN={9781351213318}, url={http://dx.doi.org/10.4324/9781351213318-4}, DOI={10.4324/9781351213318-4}, abstractNote={This chapter reviews the empirical evaluations of the achievement effects of private school choice programs in the US, including voucher programs and tax credit scholarship programs. It focuses on shed light upon the disputes by reviewing the empirical research on the effects of private school choice programs on the test scores of participating students. Students living in towns in two states that lack public schools serving their grade-level receive public funding to attend a private, non-religious school instead. Research design does appear to matter somewhat when interpreting the results from school choice achievement studies. As the expansion of choice programs continues, critics have claimed that support for school choice runs counter to the evidence regarding its effectiveness. Parents can spend the funds on state-approved educational expenses such as private school tuition, tutoring, educational therapy, textbooks, and online instruction. Some states provide personal tax credits and deductions to families for private school expenses.}, journal={School Choice at the Crossroads}, publisher={Routledge}, author={Wolf, Patrick J. and Egalite, Anna J.}, year={2018}, month={Oct}, pages={54–68} }
 @book{stallings_egalite_porter_2018, title={Ensuring opportunity in North Carolina’s Opportunity Scholarship Program}, number={5}, author={Stallings, D.T. and Egalite, A.J. and Porter, S.R.}, year={2018} }
 @inbook{egalite_2018, place={Cambridge, MA}, title={Federal support for charter schooling: A presidential priority}, ISBN={9781682532171}, booktitle={Bush-Obama school reform: Lessons learned}, publisher={Harvard Education Press}, author={Egalite, A.J.}, editor={Hess, F. and McShane, M.Q.Editors}, year={2018} }
 @article{egalite_2018, title={Five questions about data use for school leaders}, url={http://blogs.edweek.org/edweek/rick_hess_straight_up/2018/08/five_questions_about_data_use_for_school_leaders.html?cmp=soc-tw-shr}, journal={Education Week}, author={Egalite, A.J.}, year={2018} }
 @article{egalite_daniela barriga_2018, title={Muslim Educators in American Communities}, volume={12}, ISSN={1558-2159 1558-2167}, url={http://dx.doi.org/10.1080/15582159.2018.1524406}, DOI={10.1080/15582159.2018.1524406}, abstractNote={Charles Glenn’s timely book about Muslim educators in the United States addresses some of the burning questions of the day: How should we accommodate immigrants in a way that respects their culture, religious identity, and expression of community but also ensures their children are being well-educated in preparation for citizenship? It is a thoughtful volume that tackles tough, but important questions about pluralism, assimilation, and the ingredients for building a healthy civil society. Few would disagree that being Muslim in America today has its challenges, including what is frequently a hostile political climate. The president of the United States has stated he would “strongly consider” closing mosques, told a reporter, “I think Islam hates us,” and issued an executive order widely dubbed the “Muslim ban” that has since been upheld by the U.S. Supreme Court. The fear of violent, antiwestern jihadism has led many of his supporters to wonder if Islam itself is fundamentally incompatible with democracy. In the midst of heated popular rhetoric about their religion, culture, and practices, the seven Islamic secondary schools profiled here teach their students they must represent “the true face of Islam” (p. 121) and that they must balance adherence to the transcendent moral authority of their faith with the responsibilities and civic obligations associated with living in a democracy that is home to non-Muslims with diverse beliefs and perspectives. Drawing on rich qualitative data, Glenn documents the personal advantages of attending a faith-based school, such as a feeling of unity and solidarity with one’s peers and the development of “psychological strength” (p. 122) to maintain a Muslim lifestyle. Student quotes reveal how this sense of belonging builds their self-confidence and helps them develop a social identity built around their faith. The role of school staff in modeling appropriate behavior appears to be crucial, “arguably even more influential than specific instruction,” (p. 110) we learn. This emphasis on character education and adherence to Islamic principles as the foremost goal of Islamic schools comes at a price, however, which is the risk that academic considerations will be a secondary concern to religious formation. The author describes how the schools profiled here are grappling with this balance. Academic considerations aside, it’s clear that Islamic schools offer their students a rootedness in faith. Critics may wonder if this focus on the development of private virtue and character building is compatible with the cultivation of civic virtue. Do these private benefits come with a public cost? A teacher quote about the aftermath of the 9/11 terrorists’ attacks illustrates why some prefer a multicultural public education to a faith-based private education:}, number={4}, journal={Journal of School Choice}, publisher={Informa UK Limited}, author={Egalite, Anna J. and Daniela Barriga, M.}, year={2018}, month={Oct}, pages={605–607} }
 @article{egalite_2019, title={Peers with special educational needs and students' absences}, volume={45}, ISSN={["1465-3400"]}, DOI={10.1080/03055698.2018.1446325}, abstractNote={Abstract In the United States, the federal Individuals with Disabilities Education Act (IDEA) specifies that students with disabilities should be educated in the “least restrictive environment,” yet little is known about how successfully schools have been able to apply appropriate supports, practices and resources so that all students benefit from inclusion. Using a quasi-experimental method and a longitudinal data-set provided by the Florida Department of Education that spans an eight-year panel from 2001 through 2009, this paper analyses the relationship between the density and diversity of peers with special educational needs and general education students’ absence rates in grades three through eight. Results show that a one standard deviation increase in the measure of special education peers is associated with an increase in general education students’ absences of .03 to .43 more days per year, depending on the empirical specification chosen. This represents as much as a five percent increase in the average student’s annual absences. Implications are discussed.}, number={2}, journal={EDUCATIONAL STUDIES}, author={Egalite, Anna J.}, year={2019}, month={Mar}, pages={182–208} }
 @article{egalite_lindsay_2018, title={School leaders can help reduce minority teacher turnover}, url={http://blogs.edweek.org/edweek/rick_hess_straight_up/2018/08/school_leaders_can_help_reduce_minority_teacher_turnover.html}, journal={Education Week}, author={Egalite, A.J. and Lindsay, C.}, year={2018} }
 @book{egalite_stallings_dinehart_meneses_singh_whalen_2018, title={School leaders’ voices: Private school leaders’ perspectives on the North Carolina Opportunity Scholarship Program, 2018 Update}, url={https://ced.ncsu.edu/elphd/wp-content/uploads/sites/2/2018/10/School-Leaders-Voices.pdf}, number={6}, author={Egalite, A.J. and Stallings, D.T. and Dinehart, T. and Meneses, F. and Singh, L. and Whalen, V.}, year={2018} }
 @misc{egalite_stallings_2018, title={Steps towards examining the academic impact of North Carolina's Opportunity Scholarship Program}, url={https://fordhaminstitute.org/national/commentary/steps-towards-examining-academic-impact-north-carolinas-opportunity-scholarship}, publisher={Thomas B. Fordham Institute}, author={Egalite, A.J. and Stallings, D.T.}, year={2018} }
 @inproceedings{lindsay_egalite_2018, title={The effects of principal-teacher demographic matching on teacher turnover in North Carolina}, booktitle={Annual Conference of the Association for Public Policy Analysis and Management}, author={Lindsay, C. and Egalite, A.J.}, year={2018}, month={Nov} }
 @inbook{egalite_2018, place={Lanham, Maryland}, title={The failure of private school vouchers and tax credit scholarships}, ISBN={9781475840575}, booktitle={Failure up close : what happens, why it happens, and what we can learn from it}, publisher={Rowman & Littlefield}, author={Egalite, A.J.}, editor={Greene, J.P. and McShane, M.Q.Editors}, year={2018} }
 @article{egalite_drake_2018, title={Three questions about education leadership research}, url={http://blogs.edweek.org/edweek/rick_hess_straight_up/2018/08/three_questions_about_education_leadership_research.html}, journal={Education Week}, author={Egalite, A.J. and Drake, T.A.}, year={2018} }
 @article{ackerman_egalite_2017, title={A critical look at methodologies used to evaluate charter school effectiveness}, volume={29}, ISSN={["1874-8600"]}, DOI={10.1007/s11092-017-9266-0}, number={4}, journal={EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY}, author={Ackerman, Matthew and Egalite, Anna J.}, year={2017}, month={Nov}, pages={363–396} }
 @book{egalite_porter_stallings_2017, title={A profile of applicants to North Carolina’s private school voucher program: Descriptive data on 2016-17 applicants to the Opportunity Scholarship Program}, number={3}, author={Egalite, A.J. and Porter, S.R. and Stallings, D.T.}, year={2017} }
 @inproceedings{kisida_egalite_bowen_2017, title={Causal effects of teacher match on student achievement}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Kisida, B. and Egalite, A.J. and Bowen, D.H.}, year={2017}, month={Mar} }
 @inbook{egalite_2017, place={Santa Barbara, CA}, title={Educational vouchers}, ISBN={9781610697583}, booktitle={The American Middle Class: An Economic Encyclopedia of Progress and Poverty}, publisher={ABC-CLIO Books}, author={Egalite, A.J.}, editor={Rycroft, R.S.Editor}, year={2017} }
 @book{egalite_gray_stallings_2017, title={Parent perspectives: Applicants to North Carolina’s Opportunity Scholarship Program share their experiences}, number={2}, author={Egalite, A.J. and Gray, A. and Stallings, D.T.}, year={2017} }
 @inproceedings{gray_egalite_stallings_smart_2017, title={Participation barriers in a private school choice program: Insights from principal survey data in North Carolina}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Gray, A. and Egalite, A.J. and Stallings, D. and Smart, A.}, year={2017}, month={Mar} }
 @book{egalite_gray_stallings_2017, title={School leaders’ voices: Private school leaders’ perspectives on the North Carolina Opportunity Scholarship Program}, number={1}, author={Egalite, A.J. and Gray, A. and Stallings, D.T.}, year={2017} }
 @misc{wolf_egalite_2017, title={The Case for School Vouchers}, ISBN={9781119082354 9781119082361}, url={http://dx.doi.org/10.1002/9781119082361.ch20}, DOI={10.1002/9781119082361.ch20}, abstractNote={Chapter 20 The Case for School Vouchers Patrick J. Wolf, Patrick J. WolfSearch for more papers by this authorAnna J. Egalite, Anna J. EgaliteSearch for more papers by this author Patrick J. Wolf, Patrick J. WolfSearch for more papers by this authorAnna J. Egalite, Anna J. EgaliteSearch for more papers by this author Book Editor(s):Robert A. Fox, Robert A. FoxSearch for more papers by this authorNina K. Buchanan, Nina K. BuchananSearch for more papers by this author First published: 17 March 2017 https://doi.org/10.1002/9781119082361.ch20Citations: 1 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onFacebookTwitterLinked InRedditWechat Summary We review the scholarly evidence on school vouchers to answer three important questions. First, who participates in these subsidized private school choice programs? Do vouchers reach disadvantaged families or do they attract and retain only the most able and promising students? Second, how effective are school vouchers? In recognition of the multiple goals of education, we examine a variety of outcomes, including student test scores, educational attainment, and parent satisfaction. We also review the research on the ways in which vouchers influence the development of community values and how vouchers interact with school funding systems. Third, what are Education Savings Accounts and do they merit greater study as the newest and most flexible form of government-supported private school choice? Citing Literature The Wiley Handbook of School Choice RelatedInformation}, journal={The Wiley Handbook of School Choice}, publisher={Wiley}, author={Wolf, Patrick J. and Egalite, Anna J.}, year={2017}, month={Mar}, pages={287–303} }
 @article{egalite_kisida_2017, title={The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes}, volume={40}, ISSN={0162-3737 1935-1062}, url={http://dx.doi.org/10.3102/0162373717714056}, DOI={10.3102/0162373717714056}, abstractNote={Using student survey data from six U.S. school districts, we estimate how assignment to a demographically similar teacher affects student reports of personal effort, happiness in class, feeling cared for and motivated by their teacher, the quality of student–teacher communication, and college aspirations. Relying on a classroom fixed-effects strategy, we show that students assigned to a teacher with similar demographic characteristics experience positive benefits in terms of these academic perceptions and attitudes. The most consistent benefits are among gender matches, and the largest benefits are demonstrated by the combination of gender and racial/ethnic matches. The effects of gender matches are largely consistent across elementary and middle school, while the most consistent effects from race matches occur in middle school.}, number={1}, journal={Educational Evaluation and Policy Analysis}, publisher={American Educational Research Association (AERA)}, author={Egalite, Anna J. and Kisida, Brian}, year={2017}, month={Jun}, pages={59–81} }
 @inproceedings{egalite_smart_stallings_porter_2017, title={Understanding parent choices: Who participates in an expansive statewide school voucher program and what do parents value?}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Egalite, A.J. and Smart, A. and Stallings, D. and Porter, S.R.}, year={2017}, month={Mar} }
 @article{egalite_fusarelli_fusarelli_2017, title={Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act}, volume={53}, ISSN={["1552-3519"]}, DOI={10.1177/0013161x17735869}, abstractNote={Purpose: In December 2015, President Obama signed the Every Student Succeeds Act, which was a long overdue reauthorization of the Elementary and Secondary Education Act. What is remarkable about this new federal legislation is that it explicitly reverses the decades-long federal effort to more tightly couple the U.S. educational system. While not removing testing requirements, the legislation dramatically reduces the federal role in shaping education policy, returning significant power to the states to design educational systems as they best see fit. The law places sharp limits on the use of federal executive power over education and has the potential to remove the federal government from oversight and accountability over schools, raising questions about the equity implications of this policy change. Research Method: Utilizing public documents, including legislation, speeches by federal officials, analyses by policy organizations, and news accounts, the authors trace the evolution of federal efforts from a more tightly coupled educational system to one with greater state and local flexibility in order to estimate the equity impact of efforts to decentralize governance. Findings: While certain provisions of the Every Student Succeeds Act may reduce inequity and improve educational outcomes for all students, rigorous enforcement of the law’s protections will be necessary in order to ensure existing inequities are not exacerbated.}, number={5}, journal={EDUCATIONAL ADMINISTRATION QUARTERLY}, author={Egalite, Anna J. and Fusarelli, Lance D. and Fusarelli, Bonnie C.}, year={2017}, month={Dec}, pages={757–781} }
 @article{egalite_wolf_2016, title={A Review of the Empirical Research on Private School Choice}, volume={91}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2016.1207436}, DOI={10.1080/0161956X.2016.1207436}, abstractNote={Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools.}, number={4}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Egalite, Anna J. and Wolf, Patrick J.}, year={2016}, month={Jun}, pages={441–454} }
 @inproceedings{ackerman_egalite_2016, title={Assessing tradeoffs between observational and experimental designs for charter school research}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Ackerman, M.A. and Egalite, A.J.}, year={2016}, month={Dec} }
 @inproceedings{egalite_kisida_2016, title={Beyond test scores: The effects of teacher match on cognitive and non-cognitive student outcomes}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Egalite, A.J. and Kisida, B.}, year={2016}, month={Mar} }
 @inproceedings{egalite_2016, title={Competitive impacts of means-tested vouchers on public school performance: Evidence from Louisiana}, booktitle={Annual Conference of the Association for Public Policy Analysis and Management}, author={Egalite, A.J.}, year={2016}, month={Jun} }
 @inproceedings{egalite_fusarelli_fusarelli_2016, place={England}, title={Does decentralization lead to greater educational inequity? The Every Student Succeeds Act}, booktitle={Annual Conference of the Association for Public Policy Analysis and Management}, author={Egalite, A.J. and Fusarelli, L. and Fusarelli, B.}, year={2016}, month={Jun} }
 @article{gottfried_egalite_kirksey_2016, title={Does the presence of a classmate with emotional/behavioral disabilities link to other students' absences in kindergarten?}, volume={36}, ISSN={["1873-7706"]}, DOI={10.1016/j.ecresq.2016.02.002}, abstractNote={In recent decades, there has been a policy push for including students with disabilities in general education classrooms. Little is known, however, on the effects that this classroom compositional change may have on other students. This study focuses on the increased presence of classmates with emotional/behavioral disabilities (EBDs), as these children often exhibit behavioral disruptions. Given that classroom disruptions are associated with decreased school engagement, we tested for an association between the presence of classmates with EBDs and other students' absences. Using a national dataset and relying on within-school variation in classrooms that do and do not have a classmate with an EBD as well as a rich set of control variables, we found that annual student absences increased when students had a classmate with an EBD. Further, the likelihood of being chronically absent was higher when students had a classmate with an EBD. Importantly, we examined what malleable factors might support inclusion for more successful classroom environments. We found an array of teacher and classroom characteristics that could create more supportive classrooms for all children. Implications for how compositional changes to inclusive classroom contexts might address all children's needs are discussed.}, journal={EARLY CHILDHOOD RESEARCH QUARTERLY}, author={Gottfried, Michael A. and Egalite, Anna and Kirksey, J. Jacob}, year={2016}, pages={506–520} }
 @article{egalite_2016, title={How can policy support more innovation in education?}, url={http://blogs.edweek.org/edweek/rick_hess_straight_up/2016/05/how_can_policy_support_more_innovation_in_education.html}, journal={Education Week}, author={Egalite, A.J.}, year={2016}, month={May} }
 @article{egalite_2016, title={How family background influences student achievement: Can schools narrow the gap?}, volume={16}, number={2}, journal={Education Next}, author={Egalite, A.J.}, year={2016}, pages={70–78} }
 @misc{egalite_kisida_2016, title={Increasing teacher diversity could be a game-changer for students’ academic attitudes}, url={https://www.realcleareducation.com/articles/2016/06/21/increasing_teacher_diversity_could_be_a_game-changer_1293.html}, journal={Real Clear Education}, author={Egalite, A.J. and Kisida, B.}, year={2016}, month={Jun} }
 @article{egalite_2016, title={Innovation in education: Signs of hope and worrisome constraints}, url={http://blogs.edweek.org/edweek/rick_hess_straight_up/2016/05/innovation_in_education_signs_of_hope_and_worrisome_constraints.html}, journal={Education Week}, author={Egalite, A.J.}, year={2016}, month={May} }
 @inproceedings{gottfried_egalite_kirksey_2016, title={Is There a Link between Classmates with Emotional and Behavioral Disorders and Other Students' Absences?}, booktitle={Annual Conference of the Society for Research on Educational Effectiveness}, author={Gottfried, M.A. and Egalite, A.J. and Kirksey, J.J.}, year={2016}, month={Mar} }
 @article{egalite_2016, title={Lessons on innovation from other industries}, url={http://blogs.edweek.org/edweek/rick_hess_straight_up/2016/05/lessons_on_innovation_from_other_industries.html}, journal={Education Week}, author={Egalite, A.J.}, year={2016}, month={May} }
 @book{wolf_egalite_2016, place={Indianapolis, IN}, title={Pursuing innovation: How can educational choice transform K-12 education in the U.S.?}, institution={The Friedman Foundation for Educational Choice}, author={Wolf, P.J. and Egalite, A.J.}, year={2016} }
 @article{egalite_kisida_2016, title={School size and student achievement: a longitudinal analysis}, volume={27}, ISSN={["1744-5124"]}, DOI={10.1080/09243453.2016.1190385}, abstractNote={ABSTRACT Numerous initiatives by private philanthropies and the US government have supported school size reduction policies as an educational reform intended to improve student outcomes. Empirical evidence to support these claims, however, is underdeveloped. In this article, we draw on information from a longitudinal dataset provided by the Northwest Evaluation Association covering more than 1 million students in 4 US states. Employing a student fixed effects strategy, we estimate how a student’s achievement changes as (s)he moves between schools of different sizes. We find evidence that students’ academic achievement in math and reading declines as school size increases. The negative effects of large schools appear to matter most in higher grades, which is also when schools tend to be the largest.}, number={3}, journal={SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT}, author={Egalite, Anna J. and Kisida, Brian}, year={2016}, month={Sep}, pages={406–417} }
 @article{egalite_mills_wolf_2017, title={The Impact of Targeted School Vouchers on Racial Stratification in Louisiana Schools}, volume={49}, ISSN={["1552-3535"]}, DOI={10.1177/0013124516643760}, abstractNote={ The question of how school choice programs affect the racial stratification of schools is highly salient in the field of education policy. We use a student-level panel data set to analyze the impacts of the Louisiana Scholarship Program (LSP) on racial stratification in public and private schools. This targeted school voucher program provides funding for low-income, mostly minority students in the lowest-graded public schools to enroll in participating private schools. Our analysis indicates that the vast majority (82%) of LSP transfers have reduced racial stratification in the voucher students’ former public schools. LSP transfers have marginally increased stratification in the participating private schools, however, where just 45% of transfers reduce racial stratification. In those school districts under federal desegregation orders, voucher transfers result in a large reduction in traditional public schools’ racial stratification levels and have no discernible impact on private schools. The results of this analysis provide reliable empirical evidence on whether or not parental choice harms desegregation efforts in Louisiana. }, number={3}, journal={EDUCATION AND URBAN SOCIETY}, author={Egalite, Anna J. and Mills, Jonathan N. and Wolf, Patrick J.}, year={2017}, month={Mar}, pages={271–296} }
 @misc{egalite_kisida_2016, title={The many ways teacher diversity may benefit students}, url={https://www.brookings.edu/blog/brown-center-chalkboard/2016/08/19/the-many-ways-teacher-diversity-may-benefit-students/}, journal={Brown Center Chalkboard}, publisher={Brookings Institution}, author={Egalite, A.J. and Kisida, B.}, year={2016}, month={Aug} }
 @inbook{egalite_2015, place={Lanham, MD}, title={Choice Program Design and School Supply}, ISBN={9781475814378}, booktitle={New and better schools : the supply side of school choice}, publisher={Rowman and Littlefield}, author={Egalite, A.J.}, editor={McShane, M.Editor}, year={2015}, pages={163–183} }
 @inproceedings{egalite_2015, title={Classmates with special educational needs and student absences}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Egalite, A.J.}, year={2015}, month={Feb} }
 @article{egalite_bowen_trivitt_2015, title={Do Teacher-Coaches Make the Cut? The Effectiveness of Athletic Coaches as Math and Reading Teachers}, volume={23}, ISSN={1068-2341}, url={http://dx.doi.org/10.14507/epaa.v23.1901}, DOI={10.14507/epaa.v23.1901}, abstractNote={Math and reading teachers who also coach athletics in the public school system are challenged to balance the responsibilities that come with fulfilling dual occupational roles. While many studies have examined teacher-coaches' stress levels and job perception in the context of role strain, there is no evidence of how student achievement in tested subjects is affected by assignment to these teacher-coaches. A large administrative panel data set provided by the Florida Department of Education allows us to match students to teachers and use a student fixed effects approach to track changes in math and reading test scores over a seven-year time period, from 2002 through 2009. Despite the challenges associated with holding dual occupational roles, we find that students assigned to teacher-coaches perform at the same level in reading and math as when they are assigned to non-coaching teachers.}, journal={Education Policy Analysis Archives}, publisher={Mary Lou Fulton Teacher College}, author={Egalite, Anna Jacob and Bowen, Daniel H. and Trivitt, Julie R.}, year={2015}, month={Jun}, pages={54} }
 @misc{wolf_egalite_dixon_2015, title={Private school choice in developing countries: experimental results from Delhi, India}, ISBN={9781783473540 9781783473533}, url={http://dx.doi.org/10.4337/9781783473540.00035}, DOI={10.4337/9781783473540.00035}, journal={Handbook of International Development and Education}, publisher={Edward Elgar Publishing}, author={Wolf, Patrick J. and Egalite, Anna J. and Dixon, Pauline}, year={2015}, month={Jun} }
 @article{egalite_kisida_winters_2015, title={Representation in the classroom: The effect of own-race teachers on student achievement}, volume={45}, ISSN={0272-7757}, url={http://dx.doi.org/10.1016/J.ECONEDUREV.2015.01.007}, DOI={10.1016/J.ECONEDUREV.2015.01.007}, abstractNote={Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001–2002 through 2008–2009. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (.004–.005 standard deviations) and for black, white and Asian/Pacific Island students in math (.007–.041 standard deviations). We also examine the effects of race matching by students' prior performance level, finding that lower-performing black and white students appear to particularly benefit from being assigned to a race-congruent teacher.}, journal={Economics of Education Review}, publisher={Elsevier BV}, author={Egalite, Anna J. and Kisida, Brian and Winters, Marcus A.}, year={2015}, month={Apr}, pages={44–52} }
 @misc{egalite_kisida_2015, title={The benefits of minority teachers in the classroom}, url={https://www.realcleareducation.com/articles/2015/03/06/minority_teachers_in_the_classroom_1167.html}, journal={Real Clear Education}, author={Egalite, A.J. and Kisida, B.}, year={2015}, month={Mar} }
 @inproceedings{egalite_mills_wolf_2015, title={The impact of targeted school vouchers on racial stratification in Louisiana schools}, booktitle={Annual Meeting of the American Educational Research Association}, author={Egalite, A.J. and Mills, J.N. and Wolf, P.J.}, year={2015}, month={Apr} }
 @article{egalite_mills_greene_2015, title={The softer side of learning: Measuring students’ non-cognitive skills}, volume={19}, ISSN={1365-4802 1475-7583}, url={http://dx.doi.org/10.1177/1365480215616313}, DOI={10.1177/1365480215616313}, abstractNote={With an abundance of datasets of standardized test score data, researchers and education policymakers run the risk of focusing exclusively on the measurement of cognitive outcomes in key academic subjects such as math and reading at the expense of important non-cognitive outcomes. We use behavioral measures of conscientiousness, perseverance, and delay of gratification as well as a self-reported measure of student grit – defined as student perseverance and passion for long-term goals – to assess the non-cognitive skills of 174 16- to 18-year-old students attending a residential public high school in Arkansas, United States. Analysis shows that 11th grade students (16- to 17-year-olds) rate themselves lower on self-reported grit but outperform their 12th grade counterparts (17- to 18-year-olds) on behavioral measures of persistence, delay of gratification, and conscientiousness. These findings point to the strengths and limitations of existing tools for measuring non-cognitive skills and the need for more measures to be developed and tested with diverse populations.}, number={1}, journal={Improving Schools}, publisher={SAGE Publications}, author={Egalite, Anna J and Mills, Jonathan N and Greene, Jay P}, year={2015}, month={Nov}, pages={27–40} }
 @inproceedings{egalite_bowen_trivitt_2014, title={Athletic coaches and student achievement}, booktitle={Annual Meeting of the American Educational Research Association}, author={Egalite, A.J. and Bowen, D.H. and Trivitt, J.R.}, year={2014}, month={Apr} }
 @inproceedings{egalite_wolf_mills_greene_2014, title={Effects of a statewide targeted school voucher program on racial integration}, booktitle={Annual Conference of the Association for Public Policy Analysis and Management}, author={Egalite, A.J. and Wolf, P.J. and Mills, J.N. and Greene, J.P.}, year={2014}, month={Nov} }
 @article{egalite_jensen_stewart_wolf_2014, title={Finding the Right Fit: Recruiting and Retaining Teachers in Milwaukee Choice Schools}, volume={8}, ISSN={1558-2159 1558-2167}, url={http://dx.doi.org/10.1080/15582159.2014.875418}, DOI={10.1080/15582159.2014.875418}, abstractNote={This article explores differential hiring and retention practices across schools of choice using data gathered as part of a comprehensive evaluation of a large-scale school voucher program in Milwaukee, Wisconsin. A variety of interview, survey, and observation instruments are used to describe the challenges and strategies that 13 schools report regarding teacher recruitment and retention. We conclude that schools with established partnerships with institutions that share a religious or philosophical commitment experience the highest success with recruiting and retaining teachers. We describe the strategies used by these schools and make recommendations for improving teacher retention in schools of choice.}, number={1}, journal={Journal of School Choice}, publisher={Informa UK Limited}, author={Egalite, Anna J. and Jensen, Laura I. and Stewart, Thomas and Wolf, Patrick J.}, year={2014}, month={Jan}, pages={113–140} }
 @inbook{ritter_egalite_2014, title={Licensure and Certification}, ISBN={9781452281858 9781483346595}, url={http://dx.doi.org/10.4135/9781483346595.n161}, DOI={10.4135/9781483346595.n161}, booktitle={Encyclopedia of Education Economics & Finance}, publisher={SAGE Publications, Inc.}, author={Ritter, G. and Egalite, A.J.}, year={2014} }
 @inproceedings{egalite_mills_2014, place={FL}, title={Means-tested vouchers: Impacts on public school performance & racial integration}, booktitle={3rd Annual International School Choice & Reform Academic Conference}, author={Egalite, A.J. and Mills, J.N.}, year={2014}, month={Jan} }
 @inproceedings{egalite_wolf_greene_2014, title={Systemic effects of the Louisiana Scholarship Program: Competitive effects and impacts on racial integration}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Egalite, A.J. and Wolf, P.J. and Greene, J.P.}, year={2014}, month={Mar} }
 @article{egalite_mills_2014, title={The Louisiana Scholarship Program: Contrary to Justice Department claims, student transfers improve racial integration}, volume={14}, number={1}, journal={Education Next}, author={Egalite, A.J. and Mills, J.N.}, year={2014}, pages={66–69} }
 @inbook{wolf_egalite_2014, title={Tuition Tax Credits}, ISBN={9781452281858 9781483346595}, url={http://dx.doi.org/10.4135/9781483346595.n294}, DOI={10.4135/9781483346595.n294}, booktitle={Encyclopedia of Education Economics & Finance}, publisher={SAGE Publications, Inc.}, author={Wolf, P. J. and Egalite, A. J.}, editor={Brewer, D. and Picus, L.O.Editors}, year={2014} }
 @article{beck_egalite_maranto_2014, title={Why they choose and how it goes: Comparing special education and general education cyber student perceptions}, volume={76}, ISSN={0360-1315}, url={http://dx.doi.org/10.1016/J.COMPEDU.2014.03.011}, DOI={10.1016/J.COMPEDU.2014.03.011}, abstractNote={While critics offer concerns that cyber charter schools under-enroll special education students, such schools may offer advantages for these students, and some cyber schools have identified this market niche. Little is known about such schools. We surveyed parents (n = 232; 48.7% response rate) and students (n = 269; 53.7% response rate) at a cyber charter school that we will call SunTech, where special education students account for 26% of the student body. Findings indicate that special education students and their parents were more likely than general education peers to mention behavioral issues as influencing their decision to choose SunTech. Compared to general education counterparts, special education students and parents reported somewhat higher levels of satisfaction in the school and somewhat lower levels of satisfaction in their prior schools. Implications are discussed.}, journal={Computers & Education}, publisher={Elsevier BV}, author={Beck, Dennis and Egalite, Anna and Maranto, Robert}, year={2014}, month={Jul}, pages={70–79} }
 @article{holley_egalite_lueken_2013, title={Competition with Charters Motivates Districts: New political circumstances, growing popularity}, volume={13}, number={4}, journal={Education Next}, author={Holley, M.J. and Egalite, A.J. and Lueken, M.F.}, year={2013}, pages={28–35} }
 @inproceedings{egalite_kisida_winters_2013, title={Does minority status affect student learning? Classroom racial composition and student achievement}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Egalite, A.J. and Kisida, B. and Winters, M.A.}, year={2013}, month={Mar} }
 @article{egalite_2013, title={Measuring Competitive Effects From School Voucher Programs: A Systematic Review}, volume={7}, ISSN={1558-2159 1558-2167}, url={http://dx.doi.org/10.1080/15582159.2013.837759}, DOI={10.1080/15582159.2013.837759}, abstractNote={Studies of the competition effects from voucher or tuition tax credit scholarship programs on public school student academic outcomes have taken place in seven locations throughout the United States, with the majority of studies taking place in Florida, followed by Wisconsin. This article reviews 21 total studies of the impacts on student academic outcomes, finding neutral to positive results. The various competition measures used in the literature are thoroughly reviewed and regression discontinuity design is identified as the most rigorous estimation strategy capable of identifying the causal effect of competition threats on traditional public schools.}, number={4}, journal={Journal of School Choice}, publisher={Informa UK Limited}, author={Egalite, Anna J.}, year={2013}, month={Oct}, pages={443–464} }
 @inproceedings{mills_wolf_egalite_greene_2013, title={Participant and competitive effects of the Louisiana Student Scholarships for Educational Excellence Program: First year impacts}, booktitle={Annual Conference of the Association for Public Policy Analysis and Management}, author={Mills, J.N. and Wolf, P.J. and Egalite, A.J. and Greene, J.P.}, year={2013}, month={Nov} }
 @article{egalite_2013, title={Response to John Merrifield's Comment, “Can We Reasonably Assess ‘Productivity of Market-Based Educational Reforms’?”}, volume={7}, ISSN={1558-2159 1558-2167}, url={http://dx.doi.org/10.1080/15582159.2013.837764}, DOI={10.1080/15582159.2013.837764}, abstractNote={John Merrifield (this issue) raises three important observations regarding this review of the literature on the competition effects of school vouchers. The first is an acknowledgment of the limited nature of current school choice markets in the United States. Even in Milwaukee, Wisconsin, the site of the nation’s oldest and largest means-tested school voucher program, what exists is more accurately termed a “quasimarket” (Barber, 2012). Private schools participating in voucher or tuition tax credit programs experience greater levels of autonomy over curriculum, pedagogy, organization, and management, but certain constraints hinder the full extent of potential market forces. For instance, although participating private schools were not required to test their students in the early years of the program, Wisconsin Act 28 now requires all participating private schools to administer the state test. In general, school choice programs across the United States differ greatly in terms of the market environments they operate within, yet none of the environments in the studies reviewed here would qualify as a truly free market. Clowes (2009) provides a clear description of the key design features needed to ensure an effective competitive environment. In the meantime, however, the absence of genuine educational markets in the United States should not prevent researchers from assessing the contemporary policy environments we actually have, qualifying their takeaways and diagnoses, and making informed predictions of likely future responses to competitive threats given an expansion of existing market forces. The 21 studies reviewed in this article span 7 locations in the United States, from Florida to Maine. While the magnitude of impacts varies by location, the direction of effects is consistent. All but one study revealed neutral to positive or positive effects of competition on public school students’ outcomes, suggesting that increasing choice and competition via this mechanism has the potential to improve student achievement in the traditional public school sector. Merrifield’s second observation is that the potential responses to competition that I hypothesize may be occurring are not actions that are typically}, number={4}, journal={Journal of School Choice}, publisher={Informa UK Limited}, author={Egalite, Anna J.}, year={2013}, month={Oct}, pages={468–470} }
 @inbook{wolf_jacob_2013, title={School Choice}, ISBN={9798400643682}, url={http://dx.doi.org/10.5040/9798400643682.0256}, DOI={10.5040/9798400643682.0256}, booktitle={The Economics of Inequality, Poverty, and Discrimination in the 21st Century}, publisher={Praeger}, author={Wolf, P. J. and Jacob, A. M.}, editor={Rycroft, R. S.Editor}, year={2013}, pages={398–414} }
 @book{dixon_wolf_egalite_2013, title={Second Year Report of the ENABLE School Voucher Program, prepared for the international children’s charity}, institution={Absolute Return for Kids}, author={Dixon, P. and Wolf, P.J. and Egalite, A.J.}, year={2013}, month={May} }
 @inproceedings{egalite_kisida_2013, title={The impact of school size on student achievement: Evidence from four states}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Egalite, A.J. and Kisida, B.}, year={2013}, month={Mar} }
 @inproceedings{lueken_jacob_ash_2012, title={A Systematic Review of Competition Effects from Charter Schools in the United States}, booktitle={Campbell Collaboration Colloquium}, author={Lueken, M.F. and Jacob, A.M. and Ash, J.}, year={2012}, month={May} }
 @inproceedings{jacob_johnson_woodworth_ritter_2012, title={An Examination of Bubble Practices in Arkansas Public Schools}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Jacob, A.M. and Johnson, C. and Woodworth, J.L. and Ritter, G.}, year={2012}, month={Mar} }
 @inproceedings{jacob_2012, title={Benefits and Barriers to the Hybridization of Schools}, booktitle={Inaugural International School Choice and Reform Academic Conference}, author={Jacob, A.M.}, year={2012}, month={Jan} }
 @article{jacob_2012, title={Examining the relationship between student achievement and observable teacher characteristics: Implications for school leaders}, volume={7}, number={3}, journal={International Journal of Educational Leadership Preparation}, author={Jacob, A.M.}, year={2012}, pages={1–13} }
 @book{dixon_wolf_jacob_2012, title={First Year Report of the ENABLE School Voucher Program, prepared for the international children’s charity}, institution={Absolute Return for Kids}, author={Dixon, P. and Wolf, P.J. and Jacob, A.M.}, year={2012}, month={May} }
 @book{jacob_wolf_2012, place={Fayetteville, AR}, title={Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2010-11}, institution={University of Arkansas}, author={Jacob, A.M. and Wolf, P.J.}, year={2012} }
 @book{stewart_jacob_jensen_2012, place={Fayetteville, AR}, title={School Site Visits: What Can We Learn from Choice Schools in Milwaukee?}, institution={University of Arkansas}, author={Stewart, T. and Jacob, A.M. and Jensen, L.I.}, year={2012} }
 @inproceedings{jacob_2012, title={The Effect of Same-Race/Ethnicity Teacher Assignment in the Elementary and Secondary Grades: Initial Panel Data Evidence}, booktitle={University of Arkansas Graduate Student Research Symposium}, author={Jacob, A.M.}, year={2012}, month={Feb} }
 @inproceedings{jacob_kisida_winters_2012, title={The Effect of Same-Race/Ethnicity Teacher Assignment in the Elementary and Secondary Grades: Panel Data Evidence}, booktitle={Annual Conference of the Education Finance and Policy}, author={Jacob, A.M. and Kisida, B. and Winters, M.A.}, year={2012}, month={Mar} }
 @inproceedings{costrell_jacob_2012, title={The Fiscal Impact of the Milwaukee Parental Choice Program: 1993-2011. A Summary of Three SCDP Reports}, booktitle={Annual Conference of the Association for Public Policy Analysis and Management}, author={Costrell, R.M. and Jacob, A.M.}, year={2012}, month={Nov} }
 @article{jacob_2012, title={The Secret of TSL: The Revolutionary Discovery that Raises School Performanceby William G. Ouchi}, volume={6}, ISSN={1558-2159 1558-2167}, url={http://dx.doi.org/10.1080/15582159.2012.650101}, DOI={10.1080/15582159.2012.650101}, abstractNote={William G. Ouchi titles his book: The Secret of TSL: The Revolutionary Discovery that Raises School Performance, advertising his secret sauce for school reform. While many of his suggestions are praiseworthy, there is nothing “revolutionary” in this book that cannot be created by a market system of education. Ouchi has started to unravel the complex knot of education management and organization, but falls short of actually revolutionizing the education sector by failing to imagine a schooling system too far removed from the current traditional structures that dominate most districts. It turns out that Total Student Load (TSL) is not in fact the central theme of the book. Rather, Ouchi presents observations on a series of carefully selected case studies of districts that have implemented decentralized decision making and funding based on student population characteristics, building on his previous work in this area. Ouchi is critical of top-down, centralized bureaucratic mandates in districts and advocates instead for the “five pillars” of choice, empowerment, effective principals, accountability and weighted student formula budgeting. Ironically, the politically savvy Ouchi recommends pursuing these new and improved objectives within the existing top-down, centralized bureaucratic system. Tinkering at the edges by granting some improved managerial autonomy to school principals is simply not a bold enough reform to effect lasting, meaningful change for public school students in failing schools. Ouchi’s “Lesson 1: Big Districts Need Small Schools” (p. 267) is an example of a reform that fundamentally underestimates the scope of the current problem. Reducing the units of governance cannot, even in conjunction with the five pillars as he defines them, solve the bureaucratic problems of public schools in the same way as a broad overhaul towards a system of market incentives could. Ouchi admits, that when “principals who have a bureaucratic mentality are suddenly set free, [. . .] nothing happen[s]” (p. 270). This should be unsurprising considering that many of these principals came to power by persisting in a system that rewards seniority over performance. Innovative climbers are not attracted to such systems. In an earlier chapter, Ouchi acknowledges the merits of a system built on school choice, noting that principals with an incentive to improve student performance are more}, number={1}, journal={Journal of School Choice}, publisher={Informa UK Limited}, author={Jacob, Anna}, year={2012}, month={Jan}, pages={141–143} }
 @inproceedings{jacob_2011, title={A Fiscal Analysis of Hybrid Education}, booktitle={Annual Conference of the Association for Education Finance and Policy}, author={Jacob, A.M.}, year={2011}, month={Mar} }
 @book{dixon_wolf_jacob_2011, title={Baseline Report of the ENABLE School Voucher Program, prepared for the international children’s charity}, institution={Absolute Return for Kids}, author={Dixon, P. and Wolf, P.J. and Jacob, A.M.}, year={2011}, month={May} }
 @article{jacob_2011, title={Benefits and barriers to the hybridization of schools}, volume={1}, number={1}, journal={Journal of Education Policy, Planning and Administration}, author={Jacob, A.M.}, year={2011}, pages={61–82} }
 @inproceedings{kisida_wolf_mcshane_jacob_jensen_2011, title={Diversifying Access to Public Goods: Patterns of Participation in a Means-Tested Voucher Program}, booktitle={European Political Science Association Annual Conference}, author={Kisida, B. and Wolf, P.J. and McShane, M.Q. and Jacob, A.M. and Jensen, L.I.}, year={2011}, month={Jun} }
 @book{beck_jacob_maranto_2011, place={Exton, PA}, title={Report for the Five-Year Reauthorization of Achievement House Cyber Charter School}, institution={Pennsylvania Department of Education & Achievement House}, author={Beck, D.B. and Jacob, A.M. and Maranto, R.}, year={2011}, month={Sep} }
 @inproceedings{wolf_kisida_mcshane_jacob_jensen_2011, title={School Vouchers and Student Outcomes: Experimental evidence}, booktitle={European Political Science Association Annual Conference}, author={Wolf, P.J. and Kisida, B. and McShane, M.Q. and Jacob, A.M. and Jensen, L.I.}, year={2011}, month={Jun} }