Students who attend charter schools tend to outperform students enrolled in traditional schools on state-mandated measures of student achievement. But critics claim this is because charter schools “teach to the test,” something they have an incentive to do since charter schools can be closed if their students do poorly on the state tests. This research uses a “natural experiment” in Boston schools to examine whether charter school students do better than traditional students on other measures of achievement that are correlated with long-term success. We find that the gains on state tests carry over to these additional measures, an indication that charter schools add value that extends beyond improved scores on state tests.
The increase in spatial sorting of college and non-college workers into very different cities calls into question whether the large increases in wage inequality over the past three decades truly represents a similar increase in inequality in economic well-being. Since college graduates are paying much higher housing costs than lower skill workers, it is possible […]