• Login
    View Item 
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of TUScholarShareCommunitiesDateAuthorsTitlesSubjectsGenresThis CollectionDateAuthorsTitlesSubjectsGenres

    My Account

    LoginRegister

    Help

    AboutPeoplePoliciesHelp for DepositorsData DepositFAQs

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    The Achievement and Non-Achievement Effects of Repeating Another Year with a Teacher and Reversing Broken Windows Theory

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    TETDEDXKelly-temple-0225E-13104.pdf
    Size:
    4.652Mb
    Format:
    PDF
    Download
    Genre
    Thesis/Dissertation
    Date
    2017
    Author
    Kelly, James
    Advisor
    Webber, Douglas (Douglas A.)
    Committee member
    Maclean, Johanna Catherine
    Leeds, Michael (Michael A.)
    Cordes, Sarah A.
    Department
    Economics
    Subject
    Education
    Criminology
    Achievement
    Incivilities
    Looping
    Noncognitive
    Risk
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3100
    
    Metadata
    Show full item record
    DOI
    http://dx.doi.org/10.34944/dspace/3082
    Abstract
    This research gives a multidimensional investigation into community policies that are becoming more prevalent in American society. In Chapter 1, I apply multiple Value-Added Models (VAM) of achievement to data from the North Carolina Education Research Data Center (NCERDC) to determine the academic impacts of repeating a year (or more) with the same teacher on student achievement in math and reading. Given the growing trend in schools and teaching practices, like looping, that pair teachers and students for multiple years, this research finds contrasting results about the gains in academic achievement associated with repeating with a teacher. Specifically, while there is evidence that students on average have higher scores when repeating with a teacher, this effect is mitigated when one controls for teacher quality. Using limited probability models, I find students are 29\%-34\% and 42\%-46\% more likely to repeat with a teacher whose Value-Added estimate is in the top 20\% of teacher-quality compared to a teacher in the bottom 20\% in math and reading, respectively. This nonrandom assignment of students to teachers, creates upward bias in the estimated achievement effects of repeating with a teacher that have previously been unaccounted for. In chapters 1 and 2, I account for nonrandom assignment finding non-significant gains in achievement associated with repeating with a teacher. While Chapter 1 finds non-significant gains to student achievement, Chapter 2 investigates if there are any non-cognitive gains students experience when they repeat with a teacher for another year. Using the same longitudinal data from the NCERDC, Chapter 2’s results indicate increases in character-trait measures associated with teacher and student perceptions of academic success and effort. Using multiple partial persistence VAMs that include controls for student heterogeneity and for teacher quality, the estimated effects on a teacher's subjective scoring of a student's academic success, student's anticipated grade for the year, and student attendance are all significantly greater than zero. Taken together, the positive effects from students repeating with the same teacher reveal themselves prevalently on character-trait improvements rather than on contemporaneous achievement scores. In Chapter 3, I investigate the causal direction of a popular policing policy. Although there are a large number of studies testing Broken Windows Theory (BWT) (Wilson & Kelling, 1982), the reverse theoretical pathway has never been assessed (risk perceptions predicting incivilities perceptions). It is estimated in Chapter 3 using panel data from Baltimore. Results show lagged, multilevel impacts of risk perceptions on changes in incivilities perceptions. Further, results show the impact of risk perceptions on seeing later changes in neighborhood problems varies significantly across street blocks. Findings support Harcourt’s (2001) assertion that “disorder” is not a fixed and unambiguous label; rather, it is dependent upon a person defining his or her surroundings. People who feel a high degree of crime risk are “biased” (Hipp, 2010; Wallace, 2011) toward defining neighborhood features as more problematic than those who do not.
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    Collections
    Theses and Dissertations

    entitlement

     
    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Temple University Libraries | 1900 N. 13th Street | Philadelphia, PA 19122
    (215) 204-8212 | scholarshare@temple.edu
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.