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Volume 17, Issue 4
Fall 2022
Issue Cover
All Issues
ISSN 1557-3060
EISSN 1557-3079
In this Issue

Articles

Comprehensive Support and Student Success: Can Out of School Time Make a Difference?
Sarah Komisarow
Education Finance and Policy (2022) 17 (4): 579–607.
View articletitled, Comprehensive Support and Student Success: Can Out of School Time Make a Difference?
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Long-run Trends in the U.S. SES—Achievement Gap
Eric A. Hanushek, Jacob D. Light, Paul E. Peterson, Laura M. Talpey, Ludger Woessmann
Education Finance and Policy (2022) 17 (4): 608–640.
View articletitled, Long-run Trends in the U.S. SES—Achievement Gap
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Reforming Teacher Pension Plans: The Case of Kansas, the First Teacher Cash Balance Plan
Robert M. Costrell
Education Finance and Policy (2022) 17 (4): 641–665.
View articletitled, Reforming Teacher Pension Plans: The Case of Kansas, the First Teacher Cash Balance Plan
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The Impact of Teacher Labor Market Reforms on Student Achievement: Evidence from Michigan
Kaitlin P. Anderson, Joshua M. Cowen, Katharine O. Strunk
Education Finance and Policy (2022) 17 (4): 666–692.
View articletitled, The Impact of Teacher Labor Market Reforms on Student Achievement: Evidence from Michigan
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The Effect of Bonuses on Teacher Retention and Student Learning in Rural Schools: A Story of Spillovers
Juan F. Castro, Bruno Esposito
Education Finance and Policy (2022) 17 (4): 693–718.
View articletitled, The Effect of Bonuses on Teacher Retention and Student Learning in Rural Schools: A Story of Spillovers
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The Impact of Corequisite Math on Community College Student Outcomes: Evidence from Texas
Akiva Yonah Meiselman, Lauren Schudde
Education Finance and Policy (2022) 17 (4): 719–744.
View articletitled, The Impact of Corequisite Math on Community College Student Outcomes: Evidence from Texas
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Policy Brief

The Impact of COVID-19 on Community College Enrollment and Student Success: Evidence from California Administrative Data
George Bulman, Robert Fairlie
Education Finance and Policy (2022) 17 (4): 745–764.
View articletitled, The Impact of COVID-19 on Community College Enrollment and Student Success: Evidence from California Administrative Data
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