Stéphane Lavertu

Selection Method, Partisanship, and the Administration of Elections

The methods used to select public officials affect the preferences they bring to office, the incentives they face while in office, and, ultimately, the policy goals they pursue. We argue that the preferences and actions of local election officials (LEOs) differ depending on whether they are elected or appointed. We test these expectations with a data set that includes the survey responses of 1,200 Wisconsin LEOs, structured interviews, census data, and returns from the 2008 presidential election. Drawing upon a natural experiment in how officials are selected, we find that, compared to appointed officials, elected officials express greater support for voter access and expressless concern about ballot security and administrative costs. For appointed officials, we find that voter turnout in a municipality is lower when the LEO’s self-reported partisanship differs from the partisanship of the electorate but only in cases where the official is a Republican.

The Impact of Inclusive STEM High Schools on Student Achievement

This study is one of the first to estimate the impact of “inclusive“ science, technology, engineering, and mathematics (STEM) high schools using student-level data. We use multiple statistical strategies to estimate the effect on student achievement from 2 years of attendance at six such high schools in Ohio. The results indicate that two schools had positive effects on science achievement that appear to come at the expense of achievement in social studies. The other schools had negligible or, often, negative effects across both STEM and, particularly, non-STEM subjects. These results are consistent with studies indicating that inclusive STEM schools typically focus on problem-based, personalized learning rather than science and mathematics content. The analysis also reveals the importance of accounting for students’ prior test scores in science, in addition to math and reading, when estimating models that use only 1 year of prior test score data—something that existing studies fail to do.

School Improvement Grants in Ohio: Effects on Student Achievement and School Administration:

The federal School Improvement Grant (SIG) program allocated US

Charter Schools in Eight States: Effects on Achievement, Attainment, Integration, and Competition

7 billion over nearly a decade in an effort to produce rapid and lasting improvements in schools identified as low performing. In this article, we use a regression discontinuity design to estimate the effect of Ohio’s SIG turnaround efforts on student achievement and school administration. The results indicate that Ohio’s SIG program significantly increased reading and math achievement, with effects in both subjects of up to 0.20 standard deviations in the second year after SIG eligibility identification. Estimates for the third year are somewhat larger, in the range of one quarter of a standard deviation. We provide evidence that these effects were primarily attributable to schools that implemented the SIG Turnaround model. We also show that SIG eligibility had a positive effect on per-pupil spending, but no average effect on administrative outcomes, including staff turnover, the number of staff members in the school, and school closure. These null overall effects mask heterogeneity across SIG models, however. Most notably, Turnaround schools experienced more turnover than they otherwise would have, whereas Transformation schools experienced less.