||This biographical article needs additional citations for verification. (December 2012)|
|Alma mater||Massachusetts Institute of Technology
University of Oxford
|Information at IDEAS/RePEc|
Caroline Minter Hoxby is an American labor and public economist whose research focuses on issues in education and local public economics. She is the Scott and Donya Bommer Professor in economics at Stanford University and director of the Economics of Education Program for the National Bureau of Economic Research. She is also a senior fellow at the Hoover Institution and the Stanford Institute for Economic Policy Research.
Hoxby is a native of Shaker Heights, Ohio, where she attended Shaker Heights High School. Her father, Steven Minter, worked in the U.S. Department of Education during the presidency of Jimmy Carter. Hoxby graduated with summa cum laude and Phi Beta Kappa from Harvard University in 1988, where she won the Hoopes Prize. She then attended Oxford on a Rhodes Scholarship. In 1994, she received her doctorate in economics from the Massachusetts Institute of Technology.
From 1994 to 2007, she was a faculty member of Harvard University, first as an assistant professor, then as Morris Kahn Associate Professor of Economics, and starting in 2001 as the Allie S. Freed Professor of Economics. She was the university's only African-American economics professor with tenure. In 2005, she was appointed to be one of the 24 Harvard College Professors. In 2006, she won the Phi Beta Kappa Teaching Prize. She moved to Stanford University in 2007, where she is the Scott and Donya Bommer Professor of Economics.
She has been married to Blair Hoxby, also a Harvard graduate and a Rhodes Scholar, since 1993. He is currently a faculty member in the English department at Stanford University and does scholarly work on John Milton and Renaissance theater.
Hoxby's research focuses on higher education policy, including college choice, the effects of financial aid, the outcomes of graduates from different colleges, college tuition policy, public school finance, school choice, the effect of education on economic growth and income inequality, teacher pay and teacher quality, peer effects, and class size. She also works on topics that fit under the headings of public finance (property taxes, government finance), labor economics (earnings, returns to skills), and quantitative methods.
One of Hoxby's most-cited papers, "Does Competition among Public Schools Benefit Students and Taxpayers?" (American Economic Review, 2000), argues that increased school choice improves educational outcomes for all students by improving school quality. Jesse Rothstein (at the time, a graduate student at the University of California at Berkeley under Professor David Card) published a paper in which he stated that he was unable to independently replicate her results. Hoxby later published a response in defense of her original work, and the debate received coverage in the mainstream press.
National Bureau of Economic Research Conference Reports
- Caroline M. Hoxby (editor). 2003. The Economics of School Choice. University of Chicago Press. ISBN 9780226355337.
- Caroline M. Hoxby (editor). 2004. College Choices: The Economics of Where to Go, When to Go, and How to Pay for It. University of Chicago Press. ISBN 9780226355351.
- "How Teachers' Unions Affect Education Production", Quarterly Journal of Economics (1996) 111 (3): 671-718. doi:10.2307/2946669
- "The Effects of Class Size on Student Achievement", Quarterly Journal of Economics (2000) 115 (4): 1239-1285. doi:10.1162/003355300555060
- "Does Competition among Public Schools Benefit Students and Taxpayers?", American Economic Review (2000) 90 (5, December 2000): 1209-1238. JSTOR 2677848
- "Not All School Finance Equalizations Are Created Equal", Quarterly Journal of Economics (2001) 116 (4): 1189-1231. doi:10.1162/003355301753265552
- Caroline M. Hoxby and Andrew Leigh. "Pulled Away or Pushed Out? Explaining the Decline of Teacher Aptitude in the United States", American Economic Review 94(2): 236-240. doi:10.1257/0002828041302073
- Alberto Alesina, Reza Baqir, and Caroline Hoxby. "Political Jurisdictions in Heterogeneous Communities", Journal of Political Economy (2004) 112 (2): 348-396. doi:10.1086/381474
Awards and honors
Among the awards and honors that Hoxby has received are:
- Carnegie Fellowship from Carnegie Corporation of New York
- Alfred P. Sloan Research Fellowship, 1999
- National Tax Association Award for Outstanding Doctoral Dissertation in Government Finance and Taxation, 1994
- Global Leader of Tomorrow from the World Economic Forum
- Thomas B. Fordham Prize for Distinguished Scholarship in Education, 2006
Hoxby was the 2013 recipient of the Smithsonian magazine American Ingenuity Award in Education.
- "Caroline M. Hoxby". Stanford University Economics Department.
- Jon E. Hilsenrath (October 24, 2005). "Novel Way to Assess School Competition Stirs Academic Row". Wall Street Journal. Retrieved 10 December 2012.
- "Caroline M. Hoxby: Curriculum Vitae". Stanford University Department of Economics.
- Marcella Bombardieri (June 11, 2007). "Dual careers worry academia; Scholarly couples are lured away". Boston Globe.
- Harvard Gazette: Six honored as Harvard College Professors
- Harvard College Phi Beta Kappa Teaching Prize
- "Weddings: Caroline M. Minter and Blair G. Hoxby". New York Times. May 30, 1993.
- "Faculty Profile: Blair Hoxby, Associate Professor". Stanford University Department of English.
- Jesse Rothstein, Does Competition Among Public Schools Benefit Students and Taxpayers? A Comment on Hoxby (2000)
- Javier C. Hernandez, Star Ec Prof Caught in Academic Feud, The Harvard Crimson, July 8, 2005
- Michael DeCourcy Hinds. "Scholarship for Social Change". Carnegie Reporter (Carnegie Corporation of New York) (volume 2, number 1, Fall 2002).
- "Past Fellows". Alfred P. Sloan Foundation.
- "Annual Competition for Outstanding Doctoral Dissertations in Government Finance and Taxation". National Tax Association.
- "Global Leaders of Tomorrow Class of 2003". World Economic Forum.
- Rob Capriccioso (February 8, 2006). "Economy of Research". Inside Higher Ed.