Steven Rivkin

TL;DR: This paper found that highly effective principals raise the achievement of a typical student in their schools by between two and seven months of learning in a single school year; ineffective principals lower achievement by the same amount.

TL;DR: The authors investigated the effect of instruction time on student achievement in the 2009 Programme for International Student Assessment (PISA) data and found that achievement increases with instruction time and that the increase varies by both amount of time and classroom environment.

TL;DR: In this article, the authors examine the contributions of history-related factors to regional variation in economic and social outcomes and find that economic dislocation following the transformation from communism and the absence of long-lasting social institutions as a result of population relocation appear to have had substantial adverse effects on academic achievement in some regions.

TL;DR: In this article, the authors investigate regional variation in academic achievement in Poland in order to gain a better understanding of the effects of local social and economic structures on educational outcomes and find that economic dislocation following the transformation and the absence of long-lasting social institutions as a result of population relocation have had longer term adverse effects on academic achievement.