Scott Andrew Imberman

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Contact

Affiliations

• Michigan State University / Economics Department (weight: 98%)
  • EDIRC entry
  • location:
• National Bureau of Economic Research (NBER) (weight: 1%)
  • EDIRC entry
  • location:
• CESifo (weight: 1%)
  • EDIRC entry
  • location:

Research profile

author of:

• Katrina's Children: Evidence on the Structure of Peer Effects from Hurricane Evacuees (RePEc:aea:aecrev:v:102:y:2012:i:5:p:2048-82)
  by Scott A. Imberman & Adriana D. Kugler & Bruce I. Sacerdote
• Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Students (RePEc:aea:aejpol:v:6:y:2014:i:3:p:30-62)
  by Sa A. Bui & Steven G. Craig & Scott A. Imberman
• Info.Econ: Increasing Diversity among Economics Majors (RePEc:aea:apandp:v:111:y:2021:p:133-37)
  by Andrea Chambers & Stacy Dickert-Conlin & Carey Elder & Steven J. Haider & Scott Imberman
• Does the Market Value Value-Added? Evidence from Housing Prices after a Public Release of School and Teacher Value-Added (RePEc:ces:ceswps:_4105)
  by Scott Andrew Imberman & Michael Lovenheim
• Do Health Insurance Mandates Spillover to Education? Evidence from Michigan's Autism Insurance Mandate (RePEc:ces:ceswps:_7848)
  by Riley Acton & Scott Andrew Imberman & Michael F. Lovenheim
• Do administrators respond to their accountability ratings? The response of school budgets to accountability grades (RePEc:eee:ecoedu:v:49:y:2015:i:c:p:55-68)
  by Craig, Steven G. & Imberman, Scott A. & Perdue, Adam
• Recruiting and supporting low-income, high-achieving students at flagship universities (RePEc:eee:ecoedu:v:74:y:2020:i:c:s0272775718303327)
  by Andrews, Rodney J. & Imberman, Scott A. & Lovenheim, Michael F.
• Do Health Insurance Mandates Spillover to Education? Evidence from Michigan’s Autism Insurance Mandate (RePEc:eee:jhecon:v:80:y:2021:i:c:s0167629621000746)
  by Acton, Riley & Imberman, Scott & Lovenheim, Michael
• Dressed for success? The effect of school uniforms on student achievement and behavior (RePEc:eee:juecon:v:71:y:2012:i:1:p:1-17)
  by Gentile, Elisabetta & Imberman, Scott A.
• Does it pay to get an A? School resource allocations in response to accountability ratings (RePEc:eee:juecon:v:73:y:2013:i:1:p:30-42)
  by Craig, Steven G. & Imberman, Scott A. & Perdue, Adam
• Does the market value value-added? Evidence from housing prices after a public release of school and teacher value-added (RePEc:eee:juecon:v:91:y:2016:i:c:p:104-121)
  by Imberman, Scott A. & Lovenheim, Michael F.
• Achievement effects of individual performance incentives in a teacher merit pay tournament (RePEc:eee:labeco:v:44:y:2017:i:c:p:133-150)
  by Brehm, Margaret & Imberman, Scott A. & Lovenheim, Michael F.
• Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas (RePEc:eee:pubeco:v:107:y:2013:i:c:p:63-78)
  by Chin, Aimee & Daysal, N. Meltem & Imberman, Scott A.
• Regulatory arbitrage in teacher hiring and retention: Evidence from Massachusetts Charter Schools (RePEc:eee:pubeco:v:215:y:2022:i:c:s0047272722001529)
  by Bruhn, Jesse & Imberman, Scott & Winters, Marcus
• The effect of charter schools on achievement and behavior of public school students (RePEc:eee:pubeco:v:95:y:2011:i:7-8:p:850-863)
  by Imberman, Scott A.
• The effect of charter schools on achievement and behavior of public school students (RePEc:eee:pubeco:v:95:y:2011:i:7:p:850-863)
  by Imberman, Scott A.
• Risky Business? The Effect of Majoring in Business on Earnings and Educational Attainment (RePEc:hka:wpaper:2017-060)
  by Rodney J. Andrews & Scott Imberman & Michael Lovenheim
• Parental Skills, Assortative Mating, and the Incidence of Autism Spectrum Disorder (RePEc:iza:izadps:dp14227)
  by Daysal, N. Meltem & Elder, Todd E. & Hellerstein, Judith K. & Imberman, Scott A. & Orsini, Chiara
• The Global COVID-19 Student Survey: First Wave Results (RePEc:iza:izadps:dp14419)
  by Jaeger, David A. & Arellano-Bover, Jaime & Karbownik, Krzysztof & Martínez Matute, Marta & Nunley, John M. & Seals Jr., R. Alan & Almunia, Miguel & Alston, Mackenzie & Becker, Sascha O. & Beneito, Pil
• Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas (RePEc:iza:izadps:dp6694)
  by Chin, Aimee & Daysal, N. Meltem & Imberman, Scott A.
• How effective are financial incentives for teachers? (RePEc:iza:izawol:journl:y:2015:n:158)
  by Scott A. Imberman
• Why Are the Disability Rolls Skyrocketing? The Contribution of Population Characteristics, Economic Conditions, and Program Generosity (RePEc:nbr:nberch:11119)
  by Mark Duggan & Scott A. Imberman
• Katrina's Children: Evidence on the Structure of Peer Effects from Hurricane Evacuees (RePEc:nbr:nberwo:15291)
  by Scott Imberman & Adriana D. Kugler & Bruce Sacerdote
• Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement (RePEc:nbr:nberwo:17089)
  by Sa A. Bui & Steven G. Craig & Scott A. Imberman
• Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior (RePEc:nbr:nberwo:17337)
  by Elisabetta Gentile & Scott A. Imberman
• The Effect of Providing Breakfast on Student Performance: Evidence from an In-Class Breakfast Program (RePEc:nbr:nberwo:17720)
  by Scott A. Imberman & Adriana D. Kugler
• Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas (RePEc:nbr:nberwo:18197)
  by Aimee Chin & N. Meltem Daysal & Scott A. Imberman
• Incentive Strength and Teacher Productivity: Evidence from a Group-Based Teacher Incentive Pay System (RePEc:nbr:nberwo:18439)
  by Scott A. Imberman & Michael F. Lovenheim
• Does the Market Value Value-Added? Evidence from Housing Prices After a Public Release of School and Teacher Value-Added (RePEc:nbr:nberwo:19157)
  by Scott A. Imberman & Michael F. Lovenheim
• Capitalization of Charter Schools into Residential Property Values (RePEc:nbr:nberwo:20990)
  by Scott A. Imberman & Michael Naretta & Margaret O’Rourke
• Achievement Effects of Individual Performance Incentives in a Teacher Merit Pay Tournament (RePEc:nbr:nberwo:21598)
  by Margaret Brehm & Scott A. Imberman & Michael F. Lovenheim
• Recruiting and Supporting Low-Income, High-Achieving Students at Flagship Universities (RePEc:nbr:nberwo:22260)
  by Rodney J. Andrews & Scott A. Imberman & Michael F. Lovenheim
• Risky Business? The Effect of Majoring in Business on Earnings and Educational Attainment (RePEc:nbr:nberwo:23575)
  by Rodney J. Andrews & Scott A. Imberman & Michael F. Lovenheim
• The Role of Neonatal Health in the Incidence of Childhood Disability (RePEc:nbr:nberwo:25828)
  by Todd Elder & David N. Figlio & Scott A. Imberman & Claudia Persico
• School Segregation and Racial Gaps in Special Education Identification (RePEc:nbr:nberwo:25829)
  by Todd E. Elder & David N. Figlio & Scott A. Imberman & Claudia L. Persico
• Do Health Insurance Mandates Spillover to Education? Evidence from Michigan's Autism Insurance Mandate (RePEc:nbr:nberwo:26079)
  by Riley K. Acton & Scott A. Imberman & Michael F. Lovenheim
• Regulatory Arbitrage in Teacher Hiring and Retention: Evidence from Massachusetts Charter Schools (RePEc:nbr:nberwo:27607)
  by Jesse M. Bruhn & Scott A. Imberman & Marcus A. Winters
• To What Extent Does In-Person Schooling Contribute to the Spread of COVID-19? Evidence from Michigan and Washington (RePEc:nbr:nberwo:28455)
  by Dan Goldhaber & Scott A. Imberman & Katharine O. Strunk & Bryant Hopkins & Nate Brown & Erica Harbatkin & Tara Kilbride
• Parental Skills, Assortative Mating, and the Incidence of Autism Spectrum Disorder (RePEc:nbr:nberwo:28652)
  by N. Meltem Daysal & Todd E. Elder & Judith K. Hellerstein & Scott A. Imberman & Chiara Orsini
• Are Effective Teachers for Students with Disabilities Effective Teachers for All? (RePEc:nbr:nberwo:30212)
  by W. Jesse Wood & Ijun Lai & Neil R. Filosa & Scott A. Imberman & Nathan D. Jones & Katharine O. Strunk
• The Effect of Vaccine Mandates on Disease Spread: Evidence from College COVID-19 Mandates (RePEc:nbr:nberwo:30303)
  by Riley K. Acton & Wenjia Cao & Emily E. Cook & Scott A. Imberman & Michael F. Lovenheim
• The Returns to College Major Choice: Average and Distributional Effects, Career Trajectories, and Earnings Variability (RePEc:nbr:nberwo:30331)
  by Rodney J. Andrews & Scott A. Imberman & Michael F. Lovenheim & Kevin M. Stange
• The Path of Student Learning Delay During the COVID-19 Pandemic: Evidence from Michigan (RePEc:nbr:nberwo:31188)
  by Katharine O. Strunk & Bryant G. Hopkins & Tara Kilbride & Scott A. Imberman & Dongming Yu
• Trends in Special Education Identification During the COVID-19 Pandemic: Evidence from Michigan (RePEc:nbr:nberwo:31261)
  by Bryant G. Hopkins & Katharine O. Strunk & Scott A. Imberman & Adrea J. Truckenmiller & Matthew Guzman & Marisa H. Fisher
• Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers : Regression Discontinuity Evidence from Texas (RePEc:tiu:tiucen:af2a1339-82dd-4dd0-8a95-a4bb0e351baa)
  by Chin, A. & Meltem Daysal, N. & Imberman, S.A.
• Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers : Regression Discontinuity Evidence from Texas (RePEc:tiu:tiutis:af2a1339-82dd-4dd0-8a95-a4bb0e351baa)
  by Chin, A. & Meltem Daysal, N. & Imberman, S.A.
• Capitalization of Charter Schools into Residential Property Values (RePEc:tpr:edfpol:v:12:y:2017:i:1:p:1-27)
  by Margaret Brehm & Scott A. Imberman & Michael Naretta
• Achievement and Behavior in Charter Schools: Drawing a More Complete Picture (RePEc:tpr:restat:v:93:y:2011:i:2:p:416-435)
  by Scott A. Imberman
• Incentive Strength and Teacher Productivity: Evidence from a Group-Based Teacher Incentive Pay System (RePEc:tpr:restat:v:97:y:2015:i:2:p:364-386)
  by Scott A. Imberman & Michael F. Lovenheim
• The Role of Neonatal Health in the Incidence of Childhood Disability (RePEc:ucp:amjhec:doi:10.1086/707833)
  by Todd Elder & David Figlio & Scott Imberman & Claudia Persico
• School Segregation and Racial Gaps in Special Education Identification (RePEc:ucp:jlabec:doi:10.1086/711421)
  by Todd E. Elder & David N. Figlio & Scott A. Imberman & Claudia L. Persico
• The Effect of Providing Breakfast in Class on Student Performance (RePEc:wly:jpamgt:v:33:y:2014:i:3:p:669-699)
  by Scott A. Imberman & Adriana D. Kugler
• To What Extent Does In‐Person Schooling Contribute To The Spread Of Covid‐19? Evidence From Michigan And Washington (RePEc:wly:jpamgt:v:41:y:2022:i:1:p:318-349)
  by Dan Goldhaber & Scott A. Imberman & Katharine O. Strunk & Bryant G. Hopkins & Nate Brown & Erica Harbatkin & Tara Kilbride