Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Accountability and Flexibility in Public Schools: Evidence from Boston's Charters And Pilots
2011306 citationsAtila Abdulkadiroğlu, Joshua D. Angrist et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Thomas J. Kane
Since
Specialization
Citations
This map shows the geographic impact of Thomas J. Kane's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Thomas J. Kane with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas J. Kane more than expected).
This network shows the impact of papers produced by Thomas J. Kane. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Thomas J. Kane. The network helps show where Thomas J. Kane may publish in the future.
Co-authorship network of co-authors of Thomas J. Kane
This figure shows the co-authorship network connecting the top 25 collaborators of Thomas J. Kane.
A scholar is included among the top collaborators of Thomas J. Kane based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Thomas J. Kane. Thomas J. Kane is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Kane, Thomas J.. (2016). Connecting to Practice.. Education next. 16(2). 80–87.3 indexed citations
2.
Bacher-Hicks, Andrew, Mark J. Chin, Thomas J. Kane, & Douglas O. Staiger. (2015). Validating Components of Teacher Effectiveness: A Random Assignment Study of Value-Added, Observation, and Survey Scores.. Society for Research on Educational Effectiveness.1 indexed citations
3.
Kane, Thomas J.. (2012). Capturing the Dimensions of Effective Teaching.. Education next. 12(4). 34–41.6 indexed citations
4.
Kane, Thomas J.. (2012). Capturing the Dimensions of Effective Teaching: Student Achievement Gains, Student Surveys, and Classroom Observations. Education next. 12(4). 34.
5.
Kane, Thomas J., Eric Taylor, John H. Tyler, & Amy L. Wooten. (2011). Evaluating teacher effectiveness: can classroom observations identify practices that raise achievement?. Education next. 11(3). 54–61.20 indexed citations
6.
Papay, John P., et al.. (2011). Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. NBER Working Paper No. 17646.. National Bureau of Economic Research.1 indexed citations
7.
Deming, David, Justine Hastings, Thomas J. Kane, & Douglas O. Staiger. (2011). School Choice, School Quality and Postsecondary Attainment. NBER Working Paper No. 17438.. National Bureau of Economic Research.16 indexed citations
8.
Rockoff, Jonah E., Douglas O. Staiger, Thomas J. Kane, & Eric Taylor. (2010). Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools. NBER Working Paper No. 16240.. National Bureau of Economic Research.12 indexed citations
9.
Kane, Thomas J., Eric Taylor, John H. Tyler, & Amy L. Wooten. (2010). Identifying Effective Classroom Practices Using Student Achievement Data. NBER Working Paper No. 15803.. National Bureau of Economic Research.18 indexed citations
10.
Angrist, Joshua D., et al.. (2010). Who Benefits from KIPP? NBER Working Paper No. 15740.. National Bureau of Economic Research.17 indexed citations
11.
Angrist, Joshua D., Susan Dynarski, Thomas J. Kane, Parag A. Pathak, & Christopher R. Walters. (2010). Who Benefits from KIPP?. SSRN Electronic Journal.9 indexed citations
12.
Abdulkadiroğlu, Atila, Joshua D. Angrist, Susan Dynarski, Thomas J. Kane, & Parag A. Pathak. (2009). Accountability and Flexibility in Public Schools: Evidence from Boston's Charters and Pilots. NBER Working Paper No. 15549.. National Bureau of Economic Research.13 indexed citations
13.
Kane, Thomas J., et al.. (2008). National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment. NBER Working Paper No. 14608.. National Bureau of Economic Research.12 indexed citations
14.
Kane, Thomas J. & Douglas O. Staiger. (2008). Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation. NBER Working Paper No. 14607.. National Bureau of Economic Research.160 indexed citations
15.
Hastings, Justine, Thomas J. Kane, & Douglas O. Staiger. (2006). Preferences and Heterogeneous Treatment Effects in a Public School Choice Lottery. National Bureau of Economic Research.19 indexed citations
16.
Kane, Thomas J.. (1996). College Cost, Borrowing Constraints and the Timing of College Entry. Eastern Economic Journal. 22(2). 181–194.35 indexed citations
17.
Kane, Thomas J. & Cecilia Elena Rouse. (1995). Labor-Market Returns to Two- and Four-Year College. American Economic Review. 85(3). 600–614.484 indexed citations
18.
Harhoff, Dietmar & Thomas J. Kane. (1995). Is the German Apprenticeship System a Panacea for the Us Labour Market. Econstor (Econstor).46 indexed citations
19.
Kane, Thomas J. & Cecilia Elena Rouse. (1993). Labor Market Returns to Two- and Four-Year Colleges: Is a Credit a Credit and Do Degrees Matter?. National Bureau of Economic Research.50 indexed citations
20.
Kane, Thomas J.. (1992). The Parents' Institute: Helping Parents Understand Their Early Adolescent.. 1(4). 12–14.2 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.