Learn about work from Tulane faculty grantees


By: cowen | August 19, 2009

2009 grants were awarded to Tulane faculty for the following projects:

Documenting Charter School Lotteries in New Orleans as a Prelude to an Evaluation of the Effect of Charter School Attendance on Student Performance

This work is led by Keith Finlay, Assistant Professor at Tulane’s Economics Department and Joshua Angrist, a Ford Professor of Economics and Parag Pathak, Assistant Professor both with the Department of Economics at the Massachusetts Institute of Technology. The researchers are documenting and evaluating the individual school lotteries in New Orleans. Specifically, they will determine the extent to which charters have been oversubscribed, how the lotteries were run, and the school attendance patterns of lottery participants. The objective of this research project is to determine whether students who attend charter schools perform better than students who attend traditional public schools. This involves a comparison of changes in tests scores and later outcomes such as college attendance.

How Parents and Schools Negotiate Who Goes To School Where: Assessing The State Of Educational Inequality In New Orleans

This work is led by Dr. Stephanie M. Arnett, a visiting Assistant Professor with the Department of Sociology at Tulane University. The objective of this research is to examine the process by which students are currently being sorted into New Orleans’ schools by looking at both how schools attract and maintain students and how parents choose which schools their children will attend. It will also examine disparity between the schools that families prefer and the schools that their children are actually able to attend.

Reducing School Violence to Improve Mental Health and Scholastic Achievement in New Orleans High Schools

This work is led by Paul L. Hutchinson, Professor, Department of International Health and Development, School of Public Health and Tropical Medicine at Tulane University.  The funded study will examine the prevalence of violence, weapon carrying, and absenteeism due to violence in Recovery School District high schools, measure the effects these have on student achievement and mental health, and link this analysis to a review of the violence prevention programs currently being implemented in New Orleans’ public schools.  The study will develop a model that links data from a recent survey of high school students in Orleans and Jefferson Parishes with U.S. Census data on neighborhood characteristics as well as information on violence prevention programs and the prevalence of violence in specific schools in order to evaluate which programs and settings are most conducive to establishing safe learning environments in New Orleans’ schools.

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