Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

When people make donations to privately provided public goods, such as charity, there may be many factors influencing their decision other than altruism. Social pressure, guilt, sympathy, or simply a desire for a "warm glow" may all be important. This paper considers such impure altruism formally and develops a wide set of implications. In particular, this paper discusses the invariance proposition of public goods, solves for the sufficient conditions for neutrality to hold, examines the optimal tax treatment of charitable giving, and calibrates the model based on econometric studies in order to consider policy experiments. Impure altruism is shown to be more consistent with observed patterns of giving than the conventional pure altruism approach, and to have policy implications that may differ widely from those of the conventional models. Copyright 1990 by Royal Economic Society.

https://creationetfinancement.files.wordpress.com/2012/12/impure-altruism-and-donations-to-public-goods.pdf

Impure altruism and donations to public goods: a theory of warm-glow giving*

I offer an institutional theory of corporate social responsibility consisting of a series of propositions specifying the conditions under which corporations are likely to behave in socially responsible ways. I argue that the relationship between basic economic conditions and corporate behavior is mediated by several institutional conditions: public and private regulation, the presence of nongovernmental and other independent organizations that monitor corporate behavior, institutionalized norms regarding appropriate corporate behavior, associative behavior among corporations themselves, and organized dialogues among corporations and their stakeholders. Concerns about corporate social responsibility have grown significantly during the last two decades. Not only has the issue become commonplace in the business press and among business and political leaders (Buhr & Graf

http://laisumedu.org/DESIN_Ibarra/desin/imagenescampbell/tres-c.pdf

Why would corporations behave in socially responsible ways? an institutional theory of corporate social responsibility

Models of giving have often been based on altruism. Examples include charity and intergenerational transfers. The literatures on both subjects have centered around neutrality hypotheses: charity is subject to complete crowding out, while intergenerational transfers are subject to Ricardian equivalence. This paper formally develops a model of giving in which altruism is not "pure." In particular, people are assumed to get a "warm glow" from giving. Contrary to the previous literature, this model generates identifiable comparative statics results that show that crowding out of charity is incomplete and that government debt will have Keynesian effects.

Giving with Impure Altruism: Applications to Charity and Ricardian Equivalence

Using various methods, the size of the shadow economy in 76 developing, transition, and OECD countries is estimated. Average size varies from 12 percent of GDP for OECD countries, to 23 percent for transition countries and 39 percent for developing countries. Increasing taxation and social security contributions combined with rising state regulations are driving forces for the increase of the shadow economy, especially in OECD countries. According to some findings, corruption has a positive impact on the size of the shadow economy, and a growing shadow economy has a negative effect on official GDP growth.

/pdf/shadow-economies-size-causes-and-consequences-1rnohp2zuz.pdf

Shadow Economies: Size, Causes, and Consequences

Tax Evasion and Tax Rates: An Analysis of Individual Returns

Teacher Credentials and Student Achievement: Longitudinal Analysis with Student Fixed Effects.

Teacher-Student Matching and the Assessment of Teacher Effectiveness. NBER Working Paper No. 11936.

Administrative data on fifth grade students in North Carolina shows that more highly qualified teachers tend to be matched with more advantaged students, both across schools and in many cases within them. This matching biases estimates of the relationship between teacher characteristics and achievement; we isolate this bias in part by focusing on schools where students are distributed relatively evenly across classrooms. Teacher experience is consistently associated with achievement; teacher licensure test scores associate with math achievement. These returns display a form of heterogeneity across students that may help explain why the observed form of teacher-student matching persists in equilibrium.

/pdf/teacher-student-matching-and-the-assessment-of-teacher-3jrdn7dc7h.pdf

Teacher-Student Matching and the Assessment of Teacher Effectiveness

We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed effects, which helps minimize any bias associated with the non-random distribution of teachers and students among classrooms within schools We find compelling evidence that teacher credentials affect student achievement in systematic ways and that the magnitudes are large enough to be policy relevant As a result, the uneven distribution of teacher credentials by race and socio-economic status of high school students -- a pattern we also document -- contributes to achievement gaps in high school

Charles T. Clotfelter

Papers

Tax Evasion and Tax Rates: An Analysis of Individual Returns

Teacher Credentials and Student Achievement: Longitudinal Analysis with Student Fixed Effects.

Teacher-Student Matching and the Assessment of Teacher Effectiveness. NBER Working Paper No. 11936.

Teacher-Student Matching and the Assessment of Teacher Effectiveness

Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects