Seth Gershenson

  1. Gershenson, Seth. 2012. How do substitute teachers substitute? An empirical study of substitute-teacher labor supply, Economics of Education Review, 31(4): 410-430. [Accepted Manuscript, Published Version]
  2. Gershenson, Seth. 2013. The causal effect of commute time on labor supply: Evidence from a natural experiment involving substitute teachers. Transportation Research Part A: Policy and Practice, 54: 127-140.  [Accepted Manuscript, Published Version]
  3. Gershenson, Seth. 2013. Do summer time-use gaps vary by socioeconomic status? American Educational Research Journal, 50(6): 1219-1248. [Accepted Manuscript, Published Version, Online Appendix]
  4. Gershenson, Seth, and Laura Langbein. 2015. The effect of primary school size on academic achievement. Educational Evaluation and Policy Analysis, 37(1S): 135S-155S. [ungated published version]
  5. Gottfried, Michael, and Seth Gershenson. 2015.  Student absences: How they hurt and what works. Teachers College Record. (May 1, 2015). ID No. 17593.
  6. Gershenson, Seth, and Stephen B. Holt. 2015. Gender gaps in high school students’ homework time. Educational Researcher, 44(8): 432-441. [Published Version, Online Appendix
  7. Gershenson, Seth. 2016.  Linking teacher quality, student attendance, and student achievement. Education Finance and Policy, 11(2): 125-149. [ungated published version]
  8. Hayes, Michael, and Seth Gershenson. 2016. What differences a day can make: Quantile regression estimates of the distribution of daily learning gains. Economics Letters, 141: 48-51.  [Published Version, IZA Discussion Paper No. 9305]
  9. Gershenson, Seth. 2016. Performance Standards and Employee Effort: Evidence from Teacher Absences. Journal of Policy Analysis & Management, 35(3): 615-638. [Published Version, IZA Discussion Paper No. 9203]
  10. Gershenson, Seth, Stephen B. Holt, and Nicholas Papageorge. 2016. Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations. Economics of Education Review, 52: 209-224. [Published Version, IZA Discussion Paper No. 9202]
  11. Gershenson, Seth. 2016. Should value-added models control for student absences? Teachers College Record (September 1). ID No. 21629. [IZA Discussion Paper No. 9978]
  12. Gershenson, Seth, and Michael S. Hayes. 2016. The implications of summer learning loss for value-added estimates of teacher effectiveness. Educational Policy. DOI: 10.1177/0895904815625288
  13. Vinopal, Katie, and Seth Gershenson. 2016. Re-Conceptualizing Gaps by Socioeconomic Status in Parental Time with Children. Social Indicators Research. DOI: 10.1007/s11205-016-1370-x
  14. Brummet, Quentin, Seth Gershenson, and Michael S. Hayes. 2017. Teachers’ grade-level reassignments: Evidence from Michigan. Educational Policy, 31(2): 249-272. [Accepted Version]
  15. Gershenson, Seth, Alison Jacknowitz, and Andrew Brannegan. 2017. Are student absences worth the worry in U.S. primary schools? Education Finance and Policy, 12(2): 137-165. [IZA Discussion Paper No. 9558]
  16. Gershenson, Seth, and Michael S. Hayes. 2017. The summer learning of exceptional students. American Journal of Education, 123(3): 447-473. [Published Paper]
  17. Gershenson, Seth, & Hayes, Michael S. 2017. Police shootings, civic unrest, and student achievement: Evidence from Ferguson. Journal of Economic Geography. DOI: 10.1093/jeg/lbx014 [IZA Discussion Paper No. 10091]
  18. Gershenson, Seth, & Tekin, Erdal. 2017. The effect of community traumatic events on student achievement: Evidence from the beltway sniper attacks. Education Finance & Policy. DOI: 10.1162/EDFP_a_00234.[NBER Working Paper No. 21055]