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Economics and Finance

D-Index
75
Citations
22504
World Ranking
350
National Ranking
245

Overview

Helen F. Ladd is affiliated with Duke University in the United States and has a research focus within the Social Sciences, contributing notably to Education, Sociology and Political Science, Information Systems and Management, Political Science and International Relations, and Pediatrics, Perinatology and Child Health.

Their research primarily addresses topics related to School Choice and Performance, Teacher Education and Leadership Studies, Critical Race Theory in Education, Parental Involvement in Education, Educational Assessment and Improvement, Innovations in Educational Methods, and Urban, Neighborhood, and Segregation Studies.

Recent scholarly articles authored or co-authored by Helen F. Ladd include:

  • "The Hidden Costs of Teacher Turnover," 2020, AERA Open
  • "School Segregation in the Era of Color-Blind Jurisprudence and School Choice," 2021, Urban Affairs Review
  • "Educational Goods: Values, Evidence, and Decision-Making-A Summary," 2020, Journal of Philosophy of Education
  • "Racial Differences in Student Access to High-Quality Teachers," 2023, Education Finance and Policy
  • "Charter schools and equity: The power of accountability," 2021, Phi Delta Kappan

Frequent collaborators include Charles T. Clotfelter, Mavzuna Turaeva, Calen R. Clifton, Harry Brighouse, and Susanna Loeb. Such collaborations suggest an engagement with a diverse group of scholars in examining educational policy and equity.

Helen F. Ladd has contributed to a range of publication venues with multiple works appearing in the Journal of Philosophy of Education and Brown Digital Repository, alongside contributions to AERA Open, Urban Affairs Review, and Education Finance and Policy.

Best Publications

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

    Charles T. Clotfelter;Helen F. Ladd;Jacob L. Vigdor

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

    Charles T. Clotfelter;Helen F. Ladd;Jacob L. Vigdor

  • Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278.

    Eva L. Baker;Paul E. Barton;Linda Darling-Hammond;Edward Haertel

  • When Schools Compete: A Cautionary Tale

    Rick Sawa;Edward B. Fiske;Helen F. Ladd

  • High Poverty Schools and the Distribution of Teachers and Principals

    Charles T. Clotfelter;Helen F. Ladd;Jacob L. Vigdor;Justin Wheeler

  • Who teaches whom? Race and the distribution of novice teachers

    Charles T. Clotfelter;Helen F. Ladd;Jacob Vigdor

  • The Impacts of Charter Schools on Student Achievement: Evidence from North Carolina

    Robert Bifulco;Helen F. Ladd

  • Elusive Equity: Education Reform in Post-Apartheid South Africa

    Edward B. Fiske;Helen F. Ladd

  • Would Higher Salaries Keep Teachers in High-Poverty Schools? Evidence from a Policy Intervention in North Carolina

    Charles Clotfelter;Charles Clotfelter;Elizabeth Glennie;Helen Ladd;Jacob Vigdor;Jacob Vigdor

  • School Vouchers: A Critical View

    Helen F. Ladd

  • Evidence on Discrimination in Mortgage Lending

    Helen F. Ladd

  • POPULATION GROWTH, DENSITY AND THE COSTS OF PROVIDING PUBLIC SERVICES

    Helen F. Ladd

  • Education and Poverty: Confronting the Evidence

    Helen F. Ladd

  • SCALING THE DIGITAL DIVIDE: HOME COMPUTER TECHNOLOGY AND STUDENT ACHIEVEMENT

    Jacob L Vigdor;Helen F Ladd

  • Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers?

    Charles T. Clotfelter;Helen F. Ladd;Jacob L. Vigdor;Roger Aliaga Diaz

  • Implementing value-added measures of school effectiveness: getting the incentives right

    Helen F Ladd;Randall P Walsh

  • Holding Schools Accountable: Performance-Based Reform in Education.

    Helen F. Ladd

  • Returns to Teacher Experience: Student Achievement and Motivation in Middle School

    Helen F. Ladd;Lucy C. Sorensen

  • How and Why do Teacher Credentials Matter for Student Achievement

    Charles T Clotfelter;Helen F Ladd;Jacob L Vigdor

  • The Academic Achievement Gap in Grades 3 to 8

    Charles T Clotfelter;Helen F Ladd;Jacob L Vigdor

  • High Poverty Schools and the Distribution of Teachers and Principals. Sanford Working Paper Series. SAN06-08.

    Charles Clotfelter;Helen F. Ladd;Jacob Vigdor;Justin Wheeler

Frequent Co-Authors

Charles T. Clotfelter
Charles T. Clotfelter Duke University
Jacob L. Vigdor
Jacob L. Vigdor University of Washington
Susanna Loeb
Susanna Loeb Brown University
John Yinger
John Yinger Syracuse University
Kenneth A. Dodge
Kenneth A. Dodge Duke University
Jens Ludwig
Jens Ludwig University of Chicago
Stephen L. Ross
Stephen L. Ross University of Connecticut
Axel Börsch-Supan
Axel Börsch-Supan Max Planck Institute for Social Law and Social Policy
Dan Goldhaber
Dan Goldhaber University of Washington
Linda Darling-Hammond
Linda Darling-Hammond Stanford University

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