Articles with public access mandates - Ben BackesLearn more
Available somewhere: 24
Is the pen mightier than the keyboard? The effect of online testing on measured student achievement
B Backes, J Cowan
Economics of Education Review 68, 89-103, 2019
Mandates: US Institute of Education Sciences
Is it worth it? Postsecondary education and labor market outcomes for the disadvantaged
B Backes, HJ Holzer, ED Velez
IZA Journal of Labor Policy 4, 1-30, 2015
Mandates: Bill & Melinda Gates Foundation
The impact of Teach For America on non-test academic outcomes
B Backes, M Hansen
Education Finance and Policy 13 (2), 168-193, 2018
Mandates: US Institute of Education Sciences
Can UTeach? Assessing the relative effectiveness of STEM teachers
B Backes, D Goldhaber, W Cade, K Sullivan, M Dodson
Economics of Education Review 64, 184-198, 2018
Mandates: US Institute of Education Sciences, US Department of Education
Examining spillover effects from teach for America corps members in Miami-Dade County public schools
B Backes, M Hansen, Z Xu, V Brady
Journal of Teacher Education 70 (5), 453-471, 2019
Mandates: US Institute of Education Sciences
The common core conundrum: To what extent should we worry that changes to assessments will affect test-based measures of teacher performance?
B Backes, J Cowan, D Goldhaber, C Koedel, LC Miller, Z Xu
Economics of Education Review 62, 48-65, 2018
Mandates: US Institute of Education Sciences
Teacher attrition and mobility during the Teach for America clustering strategy in Miami-Dade County Public Schools
M Hansen, B Backes, V Brady
Educational Evaluation and Policy Analysis 38 (3), 495-516, 2016
Mandates: US Institute of Education Sciences
Benefit or burden? On the intergenerational inequity of teacher pension plans
B Backes, D Goldhaber, C Grout, C Koedel, S Ni, M Podgursky, PB Xiang, ...
Educational Researcher 45 (6), 367-377, 2016
Mandates: US Institute of Education Sciences
Reaching further and learning more? Evaluating Public Impact’s Opportunity Culture initiative
B Backes, M Hansen
National Center for Analysis of Longitudinal Data in Education Research. January, 2018
Mandates: US Institute of Education Sciences
How to measure a teacher: The influence of test and nontest value-added on long-run student outcomes
B Backes, J Cowan, D Goldhaber, R Theobald
Center for Analysis of Longitudinal Data in Education Research (CALDER …, 2023
Mandates: US Institute of Education Sciences
Ready for college? Examining the effectiveness of targeted interventions in high school
Z Xu, B Backes, A Oliveira, D Goldhaber
Educational Evaluation and Policy Analysis 44 (2), 183-209, 2022
Mandates: US Institute of Education Sciences, US Department of Education
Teachers and school climate: Effects on student outcomes and academic disparities
B Backes, J Cowan, D Goldhaber, R Theobald
CALDER Working Paper, 2022
Mandates: US Institute of Education Sciences, US Department of Education
The impact of transition intervention in high school on pathways through college
Z Xu, B Backes, D Goldhaber
Community College Review 51 (2), 216-245, 2023
Mandates: US Institute of Education Sciences, US Department of Education
What Makes for a" Gifted" Education? Exploring How Participation in Gifted Programs Affects Students' Learning Environments. Working Paper No. 256-0821.
B Backes, J Cowan, D Goldhaber
National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2021
Mandates: US Institute of Education Sciences
Linkage between fields of focus in high school career technical education and college majors
Z Xu, B Backes
Educational Evaluation and Policy Analysis, 01623737231164149, 2023
Mandates: US Institute of Education Sciences, US Department of Education
Leveling Up: A Behavioral Nudge to Increase Enrollment in Advanced Coursework. Working Paper No. 271-1022.
M Austin, B Backes, D Goldhaber, D Li, F Streich
National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2022
Mandates: US Institute of Education Sciences
Teachers and School Climate: Effects on Student Outcomes and Academic Disparities. Working Paper No. 274-1022.
B Backes, J Cowan, D Goldhaber, R Theobald
National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2022
Mandates: US Institute of Education Sciences, US Department of Education
Teachers and Students' Postsecondary Outcomes: Testing the Predictive Power of Test and Nontest Teacher Quality Measures. Working Paper No. 270-1022.
B Backes, J Cowan, D Goldhaber, R Theobald
National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2022
Mandates: US Institute of Education Sciences
Linkage between Fields of Concentration in High School Career-Technical Education and College Majors. Working Paper No. 269-0722.
Z Xu, B Backes
National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2022
Mandates: US Institute of Education Sciences, US Department of Education
Transition Intervention in High School and Pathway through College. Working Paper No. 255-0821.
Z Xu, B Backes, D Goldhaber
National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2021
Mandates: US Institute of Education Sciences, US Department of Education
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