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Stephen L. Ross
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Journal Articles
Publisher: Journals Gateway
The Review of Economics and Statistics (2023) 105 (4): 867–882.
Published: 11 July 2023
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We examine the effect of attending stand-alone technical high schools in Connecticut using regression discontinuity. Male students are 10 percentage points more likely to graduate from high school and have half a semester less time enrolled in college. Male students have 32% higher average quarterly earnings. Earnings effects may in part reflect general skills: male students have higher attendance rates and test scores, industry fixed effects explain less than one-third of earnings gains, and large earnings gains persist past traditional college going years. Attending a technical high school does not affect the outcomes of female students.
Includes: Supplementary data
Journal Articles
Publisher: Journals Gateway
The Review of Economics and Statistics (2018) 100 (1): 65–77.
Published: 01 March 2018
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We examine the housing market and residential mobility changes that occur soon after a Title 1 school fails to achieve adequate yearly progress (AYP) in Charlotte, North Carolina. Students within attendance zones of failing schools are given priority in lotteries for oversubscribed schools, potentially increasing the attractiveness of living in a failing school attendance zone. We find that housing prices, home buyer income, and the probability of attending a nonassigned school increase in the highest-quality neighborhoods within failing school attendance zones. Our results are driven largely by the behavior of new residents.
Includes: Supplementary data
Journal Articles
Publisher: Journals Gateway
The Review of Economics and Statistics (2011) 93 (3): 888–906.
Published: 01 August 2011
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Using California ballot proposition returns and exogenous shifts to labor demand, we provide the first large-scale causal evidence of the impact of economic conditions on policy preferences. Consistent with economic theory, we find that positive economic shocks decrease support for redistributive policies. More notably, we find evidence of a need for cognitive consistency in voting behavior as economic shocks have a smaller significant impact on voting on noneconomic ballot issues. While we also demonstrate that positive shocks decrease turnout, we present evidence that our results reflect changes in the electorate's preferences and not simply to its composition.
Journal Articles
Publisher: Journals Gateway
The Review of Economics and Statistics (2010) 92 (4): 912–927.
Published: 01 November 2010
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We use data on vote outcomes from a universal voucher initiative to examine whether white households with children in public schools will use vouchers to leave predominantly nonwhite schools, thereby contributing to more racially and ethnically segregated schools. We find that white households are more likely to support vouchers when their children attend schools with larger concentrations of nonwhite schoolchildren, an effect that is absent for nonwhite households and households without children. This result may be driven less by race or ethnicity and more by other characteristics, such as student performance, that are correlated with race or ethnicity.