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. DOI: 10.1016/j.econedurev.2011.12.006 [ungated]
  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. DOI: 10.1016/j.tra.2013.07.01
  3. Gershenson, Seth. 2013. Do summer time-use gaps vary by socioeconomic status? American Educational Research Journal, 50(6): 1219-1248. DOI: 10.3102/0002831213502516
  4. Gershenson, Seth, & Langbein, Laura. 2015. The effect of primary school size on academic achievement. Educational Evaluation and Policy Analysis, 37(1S): 135S- 155S. DOI: 10.3102/0162373715576075 [ungated link]
  5. Gottfried, Michael A., & Gershenson, Seth. 2015. Student absences: How they hurt and what works? Teachers College Record, May, ID No. 17953.
  6. Gershenson, Seth, & Holt, Stephen B. 2015. Gender gaps in high school students homework time. Educational Researcher, 44(8): 432-441. DOI: 10.3102/0013189X1561612
  7. Gershenson, Seth. 2016. Linking teacher quality, student attendance, and student achievement. Education Finance & Policy, 11(2): 125-149. DOI: 10.1162/EDFP_a_00180. [ungated link]
    **[lead article; recipient of Thomas A. Downes Award for best article of 2016]
  8. Hayes, Michael S., & Gershenson, Seth. 2016. What differences a day can make: Quantile regression estimates of the distribution of daily learning gains. Economics Letters, 141: 48-51. DOI: 10.1016/j.econlet.2016.01.023 [ungated IZA DP]
  9. Gershenson, Seth. 2016. Performance standards and employee effort: Evidence from teacher absences. Journal of Policy Analysis & Management, 35(3): 615-638. DOI: 10.1002/pam.2191 [ungated IZA DP]
  10. Gershenson, Seth, Holt, Stephen B., & Papageorge, Nicholas. 2016. Who believes in me? The effect of student-teacher demographic match on teachers’ beliefs. Economics of Education Review, 52: 209-224. DOI: 10.1016/j.econedurev.2016.03.002 [ungated IZA DP]
  11. Gershenson, Seth. 2016. Should value-added models control for student absences? Teachers College Record. September, ID No. 21629. [ungated IZA DP]
  12. Brummet, Quentin, Gershenson, Seth, & Hayes, Michael S. 2017. Teachers grade-level reassignments: Evidence from Michigan. Educational Policy, 31(2): 249-272. DOI: 10.1177/0895904815586857 [ungated]
  13. Vinopal, Katie, & Gershenson, Seth. 2017. Re-conceptualizing gaps by socioeconomic status in parental time with children. Social Indicators Research, 133(2): 623-643. DOI: 10.1007/s11205-016-1370-x
  14. Gershenson, Seth, Jacknowitz, Alison, & Brannegan, Andrew. 2017. Are student absences worth the worry in U.S. primary schools? Education Finance & Policy, 12(2): 137-165. DOI:10.1162/EDFP_a_00207 [ungated IZA DP]
  15. Gershenson, Seth, & Hayes, Michael S. 2017. The summer learning of exceptional students. American Journal of Education, 123(3): 447-473. DOI: 10.1086/691226. [ungated]
  16. Holt, Stephen B., & Gershenson, Seth. 2017. The impact of teacher demographic representation on student attendance and suspensions. In Press, Policy Studies Journal. DOI: 10.1111/psj.12229. [ungated IZA DP]
  17. Gershenson, Seth, & Hayes, Michael S. 2018. Police shootings, civic unrest, and student achievement: Evidence from Ferguson. Journal of Economic Geography, 18(3): 663-685. DOI: 10.1093/jeg/lbx014. [ungated IZA DP]
  18. Gershenson, Seth, & Tekin, Erdal. 2018. The effect of community traumatic events on student achievement: Evidence from the beltway sniper attacks. Education Finance & Policy, 13(4): 513-544. DOI: 10.1162/EDFP_a_00234. [ungated NBER WP]
  19. Gershenson, Seth, & Hayes, Michael S. 2018. The implications of summer learning loss for value-added estimates of teacher effectiveness. Educational Policy, 32(1): 55- 85. DOI: 10.1177/0895904815625288.
  20. Hayes, Michael S. & Gershenson, Seth. 2018. Spring or fall annual tests? Implications for value-added models. Teachers College Record. September, ID No. 22493
  21. Chu, Yu-Wei, & Gershenson, Seth. 2018. High times: The effect of medical marijuana laws on student time use. Economics of Education Review, 66: 142-153. DOI: 10.1016/j.econedurev.2018.08.003. [ungated IZA DP]
  22. Birdsall, Chris, Gershenson, Seth, & Zuniga, Raymond. 2018. The Effects of Demographic Mismatch in an Elite Professional School Setting. In Press, Education Finance & Policy. [Ungated IZA DP].