Bell, C., James, J., Taylor, E., & Wyckoff, J. (Accepted). Measuring returns to experience using supervisor ratings of observed performance: The case of classroom teachers. Journal of Policy Analysis and Management. Working paper version (NBER Working Paper No. 30888 and EdWorkingPaper: 23-715) available at https://doi.org/10.3386/w30888 and https://doi.org/10.26300/jmwx-vt04
*James, J. K., Kraft, M. A., & Papay, J. P. (2023). Local supply, temporal dynamics, and unrealized potential in teacher hiring. Journal of Policy Analysis and Management, 42(1), 1010-1044. https://doi.org/10.1002/pam.22496
*Papay, J. P., Kraft, M. A., & James, J. K. (2022). Operator versus partner: A case study of Blueprint School Network’s model for school turnaround. Journal of Research on Educational Effectiveness, 15(2), 367-393. http://dx.doi.org/10.1080/19345747.2021.1998737
James, J. (2022). New assessments and teacher accountability: Lessons for teachers’ practice. American Educational Research Journal, 59(2), 252-283. https://doi.org/10.3102/00028312211024596
Dee, T. S., James, J., & Wyckoff, J. (2021). Is effective teacher evaluation sustainable? Evidence from DCPS. Education Finance and Policy, 16(2), 313-346. https://doi.org/10.1162/edfp_a_00303
James, J. & Wyckoff, J. (2020). Teacher evaluation and teacher turnover in equilibrium: Evidence from DC Public Schools. AERA Open, 6(2), 1-20. https://doi.org/10.1177/2332858420932235
Husain, A., James, J., & Wyckoff, J. (2022). Teacher evaluation in Washington, DC Public Schools. In J. Manzi, Y. Sun, & M. R. Garcia (Eds.), Teacher Evaluation Around the World: Experiences, Dilemmas, and Future Challenges. New York, NY: Springer. https://doi.org/10.1007/978-3-031-13639-9_6
*Zahner, D., James, J., & Lehrfeld, J. (2022). Predictive validity of CLA+. In D. Van Damme & D. Zahner (Eds.), Does Higher Education Teach Students to Think Critically? Paris, France: OECD. https://doi.org/10.1787/cc9fa6aa-en
James, J. & Wyckoff, J. (2021). U.S. teacher labor markets: What have we learned over the last decade? In B. McCall (Ed.), The Routledge Handbook of the Economics of Education (1st ed.). London, England: Routledge. https://doi.org/10.4324/9780429202520
James, J. & Loeb, S. (August 2021). Value-added estimates of teacher effectiveness: Measurement, uses, and limitations. In J. Hamilton, A. Dixit, S. Edwards, & K. Judd (Eds.), Oxford Research Encyclopedia of Economics and Finance. Oxford, England: Oxford University Press. https://doi.org/10.1093/acrefore/9780190625979.013.647
James, J. & Wyckoff, J. (2020). Teacher labor markets: An overview. In S. Bradley & G. Green (Eds.), The Economics of Education: A Comprehensive Overview (2nd ed.). Oxford, England: Elsevier / Academic Press.
James, J. & Maier, A. (Scheduled, 2024). Understanding the association between high school experiences and economic and social mobility. Paper scheduled for presentation at the Annual Meeting of the Association for Education Finance and Policy. Baltimore, MD.
Bartanen, B., Bell, C., James, J., Taylor, E., & Wyckoff, J. (2023). “Refining" our understanding of early-career teacher skill development: Evidence from classroom observations in Tennessee. Paper presented at the Annual Meeting of the Association for Education Finance and Policy. Denver, CO.
James, J. & Wyckoff, J. (2022). Teacher sorting, school segregation, and the distribution of teacher effectiveness. Paper presented at the Annual Meeting of the Association for Public Policy and Management. Washington, DC.
*James, J. K., Kraft, M. A., & Papay, J. P. (2021). Local supply, temporal dynamics, and unrealized potential in teacher hiring. Paper presented at the Annual Meeting of the Society for Research on Educational Effectiveness. Virtual Conference.
*James, J. K., Kraft, M. A., & Papay, J. P. (2021). Local supply, temporal dynamics, and unrealized gains in teacher hiring. Paper presented at the Annual Meeting of the Association for Education Finance and Policy. Virtual Conference.
Bell, C., James, J., Taylor, E., & Wyckoff, J. (2020). Measuring improvement in true teaching performance using classroom observations. Paper scheduled for presentation at the Annual Meeting of the Association for Public Policy and Management. Virtual Conference.
James, J. & Wyckoff, J. (2020). Teacher evaluation and teacher turnover: New evidence from the District of Columbia Public Schools. Paper presented at the Annual Meeting of the Association for Education Finance and Policy. Virtual Conference.
Bell, C., James, J., Taylor, E., & Wyckoff, J. (2020). How teaching skills develop on the job. Paper presented at the Annual Meeting of the Association for Education Finance and Policy. Virtual Conference.
Dee, T., James, J., & Wyckoff, J. (2019). Is effective teacher evaluation sustainable? Evidence from DCPS. Paper presented at the Annual Meeting of the Association for Public Policy and Management. Denver, CO.
James, J., Taylor, E., & Wyckoff, J. (2019). Exploring the development of teaching skills: Using administrative data to understand patterns in teachers’ skill development. Paper scheduled presented at the Annual Meeting of the American Educational Research Association. Toronto, ON, Canada.
James, J. (2018). Teaching to the (Common Core) test: Causal effects of a CCSS-aligned assessment on teachers’ practice. Paper presented at the Annual Meeting of the Association for Public Policy and Management. Washington, DC.
Dee, T., James, J., & Wyckoff, J. (2018). The evolution of rigorous teacher evaluation: New evidence from DCPS. Paper presented at the Annual Meeting of the American Education Research Association. New York, NY.
James, J., Taylor, E., & Wyckoff, J. (2018). Exploring the development of teaching skills: The relationship between teachers’ skill development & their students’ outcomes. Paper presented at the Annual Meeting of the Association for Education Finance and Policy. Portland, OR.
Dee, T., James, J., Phipps, A., & Wyckoff, J. (2017). Measuring teacher quality: Does the Common Core make a difference? Paper presented at the Annual Meeting of the Association for Public Policy and Management. Chicago, IL.
Dee, T., James, J., Phipps, A., & Wyckoff, J. (2017). Measuring teacher quality: Does the Common Core make a difference? Paper presented at the Annual Meeting of the Association for Education Finance and Policy. Washington, DC.
*James, J. & Zahner, D. (2016). Incentives, length, timing, and technology for a longitudinal survey of post-college outcomes for recent graduates. Paper presented at the Annual Meeting of the American Educational Research Association. Washington, DC.
*Zahner, D. & James, J. (2016). Predictive validity of a critical-thinking assessment for post-college outcomes. Paper presented at the Annual Meeting of the American Educational Research Association. Washington, DC.
*Kornhauser, Z. G. C. & James, J. (2015). The relationship between effort and performance on a low-stakes exam across high school and college freshmen. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, IL.
*Zahner, D. & James, J. (2015). Predictive validity of a critical thinking assessment for post-college outcomes. New York, NY: CAE.
James, J. (2014). CLA+ national results, 2013-2014. New York, NY: CAE.
*Elliot, S. & James, J. (2013). Does college matter? Measuring critical-thinking outcomes using the CLA. New York, NY: CAE.