540:, Jacob finds that the outcomes of students living in affected households don't change, as their families move from public housing to neighborhoods with schools strongly similar to the ones that the students attended previously, suggesting that the benefits of housing mobility for the education of disadvantaged students may be small. Examining the short-term impact of school on crime, Jacob and Lefgren find that property crime decreases by 14% during school time, whereas violent crime increases by 28%, suggesting that incapacitation and concentration affect juvenile crime but that the increase in interactions associated with school attendance increases interpersonal conflict and violence, which would imply important trade-offs with regard to youth programs with frequent interactions. Finally, along with
557:
with Thomas Dee has shown that the impact of mandatory high school graduation exams is highly diverse, e.g. increasing educational attainment in low-poverty and suburban school districts but also exacerbating dropout rates in high-poverty school districts or districts with high concentrations of minority students. Examining why nearly 3 out of 5 college students are women, Jacob finds that nearly 90% of the gender gap in higher education can be accounted for by gender differences in non-cognitive skills (e.g. the ability to pay attention in class, to cooperate, to organize and to seek help) and college premia. Finally, in his research with
Lefgren on the impact of receiving an
462:, finding that principals are generally able to identify ineffective teachers but are much less able to distinguish between teachers of lower or upper intermediate effectiveness. Nonetheless, a principal's subjective assessment is on average a far better predictor of a teacher's students' future achievement than the teacher's experience, education and compensation, though it performs worse than measures of the teacher's value added to student test scores. Jacob has further investigated this issue in research with
511:(CPS), finding that - except for students choosing career academies - the observed gains in high school graduation rates among students who switch from their assigned CPS high school to another one is likely spurious, and that even though students who win high school lotteries tend to have selected higher quality schools and consequently report fewer disciplinary incidents, their student achievement doesn't benefit significantly from their win. Finally, in research with Lars Lefgren, Jacob has analyzed
523:, they find that summer school remedial education within CPS substantially increased 3rd-graders' but not 6th-graders academic achievement, that families with children in high-poverty schools strongly value teachers' ability to raise their children's scores in standardized math or reading tests and don't care about teachers' ability to promote student satisfaction, whereas the reverse holds true for families with children in high-income schools, and that retaining in grade 8th-grade students in
474:, wherein he finds that composite measures of teachers' cognitive and non-cognitive skills predict well teachers' effectiveness, though individual measures do not. Finally, reviewing the literature on the recruitment of effective teachers in urban schools, Jacob emphasizes the variation of teacher shortages across subjects, grades and schools, with recruitment being particularly difficult for high-poverty schools.
379:, where he became the Walter H. Annenberg Professor of Education Policy, Professor of Economics and Professor of Education. At the University of Michigan, Jacob also served as director of the Center for Local, State and Urban Policy (2007–12) and currently serves as co-director of its Education Policy Initiative and Youth Policy Lab; he has also been directing the Detroit Data Fellows since 2016.
66:
25:
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499:, wherein they find that it increased younger students' test scores in math, especially among disadvantaged youth, though not in reading, caused school-district expenditure to grow, and improved the quality of the teacher workforce, but also shifted teachers' focus towards the tested subjects and away from those that weren't. Together with
495:(NCLB), though part of the achievement growth in these subjects is found to come at the expense of low-stakes subjects such as science and social studies, as teachers substitute these for the tested subjects. Jacob further investigates the impact of NCLB on students, teachers and schools in two studies with
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grant on later publications and citations, Jacob finds that receiving such a grant only moderately increases applicants' research productivity, suggesting that researchers may have access to other funding sources for high quality projects and that an NIH grant is unlikely to displace other funding by
457:
In his research on teacher labor markets, Jacob has studied the recruitment and training of effective teachers. Together with
Lefgren, Jacob finds that raising teachers' in-service training has no significant effect on students' achievement in reading or math, raising questions on whether small-scale
556:
Other findings of Jacob's research include the lack of significant impact of mandatory high school graduation exams on 12th-grade students' achievement in math or reading, though they increase the likelihood of the students with the lowest ability dropping out of school. Further analysis by Jacob
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classrooms, with the frequency of cheating responding strongly to minor changes in incentives, which constitutes a key pitfall of high-powered incentive systems in education. In another study on high-stakes testing, Jacob finds however that math and reading achievement grew strongly after the
535:
In his research on housing and criminal justice, Jacob studies the impact of public housing on education as well as the determinants of youth criminal behavior. In his investigation of the impact of high-rise public housing on student outcomes through the demolition of public housing in
436:
Brian A. Jacob's research focuses on the labor markets of teachers, school accountability and choice, and housing and criminal justice (among other topics). In his research, Jacob has very frequently collaborated with
486:, Jacob uses unexpected test score fluctuations to assess teacher cheating in Chicago public schools and estimates that cheating by teachers or school administrators on standardized tests occurs in at least 4-5% of
359:) (1994–96), as a program developer at Chicago's Center for School Improvement (1996–98), and as a research analyst at the consortium on Chicago School Research (1998–2001). In 2001, Jacob also earned a
324:
and honours persons who have made a distinguished contribution to the field of public policy analysis and management before the age of 40. His doctoral advisor at the
University of Chicago was
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staff development investments are an effective strategy in high-poverty schools. Again with
Lefgren, Jacob has also researched the recruitment of effective teachers by
544:, Jacob and Lefgren use weather shocks to study the dynamics of criminal behavior, finding - unlike previous research - that criminal behavior displays natural
626:
Jacob, B. A.; Lefgren, L. (2004). "The impact of teacher training on student achievement: quasi-experimental evidence from school reform efforts in
Chicago".
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403:
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Dee, T. S.; Jacob, B. A. (2007). "Do high school exit exams influence educational attainment or labor market performance?". In
Gamoran, A. (ed.).
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376:
309:
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Jacob, B. A.; Lefgren, L. (2008). "Can principals identify effective teachers? Evidence on subjective performance evaluation in education".
590:
University of
Michigan (October 7th, 2018). Brian Jacob earns the prestigious David N. Kershaw Award and Prize. Retrieved April 13th, 2018.
387:
371:, whereupon he began to work as assistant professor at the Kennedy School of Government. In 2007, following a visiting appointment at the
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substantially increases their likelihood of dropping out of high school, whereas the retention of younger students has no such effect.
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316:. There, he also currently serves as co-director of the. In 2008, Jacob's research on education policy was awarded the
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1116:"Public Housing, Housing Vouchers, and Student Achievement: Evidence from Public Housing Demolitions in Chicago"
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442:
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1038:"What Do Parents Value in Education? An Empirical Investigation of Parents' Revealed Preferences for Teachers"
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Curriculum vitae of Brian A. Jacob from the website of the
University of Michigan. Retrieved April 13th, 2018.
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Another area of research by Brian A. Jacob in education regards school choice and school accountability. With
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844:"Accountability, incentives and behavior: The impact of high-stakes testing in the Chicago Public Schools"
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1271:"Where the boys aren't: Non-cognitive skills, returns to school and the gender gap in higher education"
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Dee, T.S., Jacob, B.A. (2010). The impact of No Child Left Behind on students, teachers, and schools.
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Profile of Brian A. Jacob on the website of the
University of Michigan. Retrieved April 13th, 2018.
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929:"The impact of school choice on student outcomes: an analysis of the Chicago Public Schools"
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1147:"Are Idle Hands the Devil's Workshop? Incapacitation, Concentration, and Juvenile Crime"
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805:"Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating"
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999:"Remedial Education and Student Achievement: A Regression-Discontinuity Analysis"
960:"The Effect of School Choice on Participants: Evidence from Randomized Lotteries"
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Rockoff, Jonah E.; Jacob, Brian A.; Kane, Thomas J.; Staiger, Douglas O. (2011).
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Standards-Based Reform and the
Poverty Gap: Lessons for No Child Left Behind
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in 1992, after which he worked as a policy analyst for the office of the
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698:"Principals as agents: Subjective performance measurement in education"
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In terms of professional affiliations, Jacob was affiliated with the
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758:"The Challenges of Staffing Urban Schools with Effective Teachers"
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1302:"The impact of research grant funding on scientific productivity"
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Cullen, Julie Berry; Jacob, Brian A.; Levitt, Steven D. (2005).
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Personal homepage of Brian A. Jacob. Retrieved April 13th, 2018.
1352:
727:"Can You Recognize an Effective Teacher when You Recruit One?"
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125:
59:
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515:, parents' preferences regarding teaching, and the impact of
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Cullen, Julie Berry; Jacob, Brian A; Levitt, Steven (2006).
1209:"Getting Tough? The Impact of High School Graduation Exams"
890:"The impact of no Child Left Behind on student achievement"
1077:"The Effect of Grade Retention on High School Completion"
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introduction of school accountability policies under the
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Jacob, Brian; Lefgren, Lars; Moretti, Enrico (2007).
408:
Association for Public Policy Analysis and Management
322:
Association for Public Policy Analysis and Management
94:, and by adding encyclopedic content written from a
1308:. Special Issue: The Role of Firms in Tax Systems.
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Research on school accountability and school choice
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1242:. Washington, D.C.: Brookings Institution Press.
507:, Jacob has also researched school choice in the
1300:Jacob, Brian A.; Lefgren, Lars (October 2011).
1393:Gerald R. Ford School of Public Policy faculty
8:
1081:American Economic Journal: Applied Economics
425:American Economic Journal: Applied Economics
53:Learn how and when to remove these messages
1213:Educational Evaluation and Policy Analysis
194:
1325:
894:Journal of Policy Analysis and Management
709:
404:American Educational Research Association
183:Learn how and when to remove this message
114:Learn how and when to remove this message
531:Research on housing and criminal justice
445:), with whom he studied together at the
1145:Jacob, Brian A.; Lefgren, Lars (2003).
1075:Jacob, Brian A.; Lefgren, Lars (2009).
997:Jacob, Brian A.; Lefgren, Lars (2004).
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386:and continues to maintain ties to the
377:Gerald R. Ford School of Public Policy
310:Gerald R. Ford School of Public Policy
75:contains content that is written like
888:Dee, Thomas S.; Jacob, Brian (2011).
875:Brookings Papers on Economic Activity
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803:Jacob, B. A.; Levitt, S. D. (2003).
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388:National Bureau of Economic Research
1353:Personal homepage of Brian A. Jacob
1178:"The Dynamics of Criminal Behavior"
1042:The Quarterly Journal of Economics
1036:Jacob, B. A.; Lefgren, L. (2007).
1003:Review of Economics and Statistics
809:The Quarterly Journal of Economics
696:Jacob, B. A.; Lefgren, L. (2005).
419:Review of Economics and Statistics
398:. Moreover, he is a member of the
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1358:Faculty profile of Brian A. Jacob
1269:Jacob, Brian A. (December 2002).
453:Research on teacher labor markets
34:This article has multiple issues.
1373:21st-century American economists
976:10.1111/j.1468-0262.2006.00702.x
130:
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23:
521:regression discontinuity design
42:or discuss these issues on the
365:Harris School of Public Policy
1:
1388:Harvard Kennedy School alumni
1318:10.1016/j.jpubeco.2011.05.005
1287:10.1016/S0272-7757(01)00051-6
1275:Economics of Education Review
945:10.1016/j.jpubeco.2004.05.001
860:10.1016/j.jpubeco.2004.08.004
842:Jacob, Brian A. (June 2005).
400:American Economic Association
1383:University of Chicago alumni
1054:10.1162/qjec.2007.122.4.1603
731:Education Finance and Policy
702:NBER Working Paper No. 11463
413:Education Finance and Policy
375:, Jacob moved to Michigan's
349:Kennedy School of Government
1306:Journal of Public Economics
933:Journal of Public Economics
848:Journal of Public Economics
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1182:Journal of Human Resources
1163:10.1257/000282803322655446
1132:10.1257/000282804322970788
1015:10.1162/003465304323023778
663:Journal of Labor Economics
628:Journal of Human Resources
139:This biographical article
1398:American labor economists
1225:10.3102/01623737023002099
877:, Fall 2010, pp. 149-194.
821:10.1162/00335530360698441
519:. In particular, using a
340:Brian A. Jacob earned an
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1207:Jacob, Brian A. (2001).
1151:American Economic Review
1120:American Economic Review
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756:Jacob, Brian A. (2007).
443:Brigham Young University
320:, which is given by the
392:CESifo Research Network
384:National Poverty Center
1194:10.3368/jhr.XLII.3.489
762:The Future of Children
640:10.3368/jhr.XXXIX.1.50
552:Miscellaneous research
509:Chicago Public Schools
373:University of Michigan
318:David N. Kershaw Award
314:University of Michigan
243:University of Michigan
774:10.1353/foc.2007.0005
447:University of Chicago
396:Brookings Institution
369:University of Chicago
253:University of Chicago
152:by revising it to be
96:neutral point of view
1378:Education economists
743:10.1162/EDFP_a_00022
493:No Child Left Behind
353:New York City Mayor
296:and a professor of
88:promotional content
1093:10.1257/app.1.3.33
513:remedial education
501:Julie Berry Cullen
260:Harvard University
90:and inappropriate
16:American economist
906:10.1002/pam.20586
525:elementary school
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