首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
As part of the American Recovery and Reinvestment Act of 2009, the School Improvement Grants (SIG) program received more than $3 billion with the goal of substantially improving student achievement. The SIG program’s funding was to help states turn around the nation’s persistently lowest-achieving schools using one of four school intervention models—transformation, turnaround, restart, or closure. We used a regression discontinuity design and a large sample of schools from more than 20 states to evaluate the impact of implementing a SIG-funded intervention model on use of SIG-promoted practices and student outcomes. Our regression discontinuity design exploited cutoff values on the continuous variables used to define the SIG eligibility tiers to compare outcomes in schools that just met the eligibility cutoff for receiving SIG funding to outcomes in schools that just missed it. We found that SIG had no impact on any of the outcomes we examined, including math and reading test scores, high school graduation rates, and college enrollment rates. Using a correlational analysis, we found the turnaround model was associated with larger student achievement gains in math than the transformation model for grades 6 through 12.  相似文献   

2.
This paper investigates the impact of public vs private finance of education and public vs private management of schools on school cost and efficiency, using school-level data on revenues, expenditures, enrollments, examination scores and student characteristics from Indonesian primary schools. We find that in Indonesia, where schools generally operate at very low funding levels, more money is likely to bring better school quality. Private management is more efficient than public management in achieving academic quality. Private funding also improves efficiency whether the schools are publicly or privately managed, but the incremental effect declines as the local funding share increases.  相似文献   

3.
This essay focuses on the incentives and disincentives for local school districts created by state bilingual education funding policies. The programmatic and management concerns important to assessing the effects of funding formulas include: (1) student eligibility for bilingual education, (2) the minimum number of eligible students in a school building or school district for which the state mandates programs, (3) appropriateness of the educational program, (4) student transition into regular classrooms, (5) instructional unit size, (6) record keeping requirements, and (7) program and fiscal planning effects. Through efforts to efficiently and equitably utilize scarce resources, account for their use, and control costs, however, policy makers necessarily confront many unresolved research questions and policy issues. The relationship between funding and bilingual education controversies centering around measuring language proficiency, establishing entrance and exit criteria, and determining effective instructional strategies are reviewed.  相似文献   

4.
Class-size reduction (CSR) mandates presuppose that resources provided to reduce class size will have a larger impact on student outcomes than resources that districts can spend as they see fit. I estimate the impact of Florida's statewide CSR policy by comparing the deviations from prior achievement trends in districts that were required to reduce class size to deviations from prior trends in districts that received equivalent resources but were not required to reduce class size. I use the same comparative interrupted time series design to compare schools that were differentially affected by the policy (in terms of whether they had to reduce class size) but that did not receive equal additional resources. The results from both the district- and school-level analyses indicate that mandated CSR in Florida had little, if any, effect on student achievement.  相似文献   

5.
Many developing countries are investing in large-scale initiatives to deploy information and communications technology in schools. However, merely equipping schools with hardware and software does not guarantee that the technology is used effectively to improve learning outcomes. This study aims to identify factors that influence the use of technology in schools in a developing-country context. It investigates this through a multiple-case study of the Australian AID tablet computer programme in the Philippines, in which 1000 tablets were given to nine public schools for student use. Focusing specifically on the impact at a whole-school level, the study revealed factors affecting outcomes that were specific to a developing-country context, as well as confirming the relevance of more general factors identified in the literature. The study also brings to light tablet-specific benefits and issues in this context. These results have implications for the effective school-level implementation of technology programmes in developing countries. Recommendations that proceed from these are presented for policy-makers and school administrators looking to use these devices in schools.  相似文献   

6.
This paper studies the effects of an increase in school choice by examining a 2008 reform that made the value of Chile’s (previously flat, universal) school voucher a step function of student income. This policy increased the number of private schools that low income children could access free of charge. I identify the impact of the policy by combining its introduction with variation from a date of birth enrollment cutoff. I show that the differentiated voucher lowered, but only slightly, the probability that students used public schools. Students more likely to move to private schools experienced better school characteristics but no increase in test scores. Further analysis suggests a rise in test scores for students most likely to stay in public schools. These results suggest that the effects of the policy on test scores were caused by responses from public schools, instead of by the re-sorting of students into private schools.  相似文献   

7.
This article provides an updated review of recent empirical research on the potential impact of private school vouchers. It addresses 3 questions: (a) do students that use vouchers to attend a private school obtain better outcomes than would be obtained in a public school? (b) Do vouchers encourage student sorting and how does sorting affect student outcomes? (c) Does the offer of vouchers promote competition, improving outcomes of students who remain in public schools? Conclusions are that African American students who are offered vouchers experience small achievement gains. The results are highly sensitive to analytical assumptions and are not evident for other racial or ethnic groups. The evidence further indicates that large-scale voucher plans encourage sorting that could lower the achievement of public school students. There is no compelling evidence that such losses are outweighed by competitive gains in public schools. The conclusions on sorting and competition are most applicable to unrestricted choice plans in which flat-rate vouchers are offered to a large number of students with few eligibility restrictions. Some emerging evidence indicates that alternate approaches to policy design could yield more promising results.  相似文献   

8.
We examine the effects of Title I on school behavior, resources, and academic performance using a rich set of school finance and student-level achievement data from one large urban school district using a regression discontinuity design. We find that Title I eligibility raises Federal revenues of schools by about $460 per student. This is partially offset by decreases in revenues from state categorical aid grants, so that the net increase to schools is about $360 per student. We find no impact on overall school-level test scores, but also no impact among the subgroups of students most likely to be affected by Title I. A novel finding is that schools appear to respond to the incentives embedded in the Title I allocation process by manipulating the fraction of their students signed up for free lunch to secure more Federal funds.  相似文献   

9.
Researchers and others in the education community are concerned about over-reliance on exclusionary discipline such as out-of-school suspension (OSS) and expulsion. Exclusionary discipline is associated with lower student achievement, higher risk of drop-out or grade retention, and involvement in the juvenile justice system. In response, many schools, districts, and states are moving toward less exclusionary consequences. In 2013, the Arkansas state legislature passed a bill prohibiting the use of OSS as a consequence for truancy. Yet, even after 3 school years, there has not been a complete elimination in the use of OSS for truancy. In this article, I use 8 years of student achievement, demographic, and disciplinary data from all Arkansas public schools to assess which school-level factors are associated with the use of OSS as a consequence for truancy in the year the law was passed, and which are associated with policy compliance in the following 3 years. I find schools that served more minority students, had higher rates of truancy, and higher rates of OSS were less likely to comply with the policy, all else equal. Combined, these results suggest that the types of schools likely targeted by this policy are the same ones not fully complying with it. As a result, the impact of policy reforms, which sound beneficial prima facie, may be limited if changes are not communicated well to schools, if there is not accountability to ensure compliance, and if there is not school capacity to handle discipline effectively.  相似文献   

10.
This paper compares for- and non-profit management of charter schools in Florida using a unique dataset combining enrollment and student proficiency data with the annual independent financial audits filed by all charter schools. Comparisons reveal that independent for- and non-profit charter schools locate in similar markets and serve similar student bodies, whereas for-profits belonging to a network locate in lower income, denser, and more Hispanic areas. Bearing out the concerns of parents and policymakers, regression estimates indicate that, among independent charters, for-profits spend less per pupil on instruction and achieve lower student proficiency gains. By contrast, among charter schools belonging to a network, for-profits spend approximately 11% less per pupil, but expenses on student instruction are not being cut. The estimates, which control for differences across schools in student composition and other characteristics, imply that an equivalent level of per pupil expenses purchases about 0.03σ higher student proficiency at network for-profit charter schools.  相似文献   

11.
This research explores the school funding system in post-Soviet Georgia. The research aimed to answer the following research questions:

(1) Does the voucher system promote cost effectiveness, and does increased funding improve the academic achievements of schools?

(2) To what extent does the school voucher funding system promote freedom of school choice?

(3) How effective is the school funding system in promoting the privatization of general education?

(3) The content analysis research method was used in the study. The study revealed important problems in the general education funding system of post-Soviet Georgia in terms of cost effectiveness, school choice, and the development of the private school sector. The authors argue that the absence of linkages between funding and educational reform is the main challenge facing the education system. The introduction of a differentiated, need-based, top-up funding model for private schools could improve opportunities for school choice and promote the establishment of free schools.  相似文献   

12.
Factors Which Influence Precision of School-Level IRT Ability Estimates   总被引：1，自引：0，他引：1  
The precision of the group-level IRT model applied to school ability estimation is described, assuming use of Bayesian estimation with precision represented by the standard deviation of the posterior distribution. Similarities and differences between the school-level model and the familiar individual-level IRT model are considered. School size and between-school variability, two factors not relevant at the student level, are dominant determinants of school-level precision. Under the multiple-matrix sampling design required for the school-level IRT, the number of items associated with a scale does not influence the precision at the school level. Also, the effects of school ability and item quality on school-level precision are often relatively weak. It was found that the use of Bayesian estimation could result in a systematic distortion of the true ranking of schools based on ability because of an estimation bias which is a function of school size.  相似文献   

13.
This paper examines the competitive effects of charter schools on the efficiency of traditional public schools. The analysis utilizes a statewide school-level longitudinal dataset of Michigan schools from 1994 to 2004. Fixed effect and two alternative estimation methods are employed. Overall, the results suggest that charter competition had a negative impact on student achievement and school efficiency in Michigan's traditional public schools. The effect is small or negligible in the short run, but becomes more substantial in the long run.  相似文献   

14.
Initial Trends in MSP-Related Changes in Student Achievement With MIS Data   总被引：1，自引：1，他引：0  
This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation investigates changes in student mathematics and science achievement across three school years, 2002–03, 2003–04, and 2004–05, for MSP-related schools using Management Information System data with the Annual K-12 District Survey. First, changes in percentages of students (at or above) proficient on state assessments in math and science were investigated by gender, ethnicity, special education, and students with limited English proficiency using schools for which data were available for all three years. The results indicated that MSP schools continued to show improvement in student math and science proficiency over the three-year period. Second, schools were examined by frequency and effect size of increase, decrease, or no change in student math and science proficiency from the “start” (2002–03) to the “end” (2004–05) of the period for this study. The schools with positive changes were in much higher numbers and higher mean effect size of change compared to schools with negative (or no) changes in student math and science proficiency. Third, the relationship between the schools' targeted teacher participation in MSP-related activities over the entire period of three years and the student math and science proficiency at the “end” year of this period (2004–05) was also investigated. It was found that this relationship was positive and significant for the elementary and high schools, but there was no evidence for its significance at the middle school level.  相似文献   

15.
Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate.  相似文献   

16.
Magnet schools are one of the largest sectors of choice schools in the United States. In this study, we explored the heterogeneity in magnet-school effects on student achievement by examining 24 magnet schools, funded under the Magnet Schools Assistance Program (MSAP), in 5 school districts across 4 states. The magnet effects were synthesized across schools with a multilevel variance-known analysis, using the school-level effects estimated with a propensity score matched regression approach. Results indicated significant variation in magnet effects on student outcomes, with some magnet schools showing positive effects, and others showing negative effects. This variation can be explained by program implementation and magnet support.  相似文献   

17.
Abstract

In this article I review the use of randomized field trials to evaluate school voucher interventions. I argue that although estimates of the effect of the voucher offer on achievement are unbiased in these trials, more specific interpretations such as the effect of attending private school may be difficult to obtain. I discuss several evaluation parameters in the context of voucher experiments, with particular attention to the theoretical assumptions needed to identify private school impacts. I argue that if there are direct effects of the voucher offer on student achievement, and compliance with voucher assignment is imperfect, instrumental variable estimates are likely to overstate the extent to which achievement gains may be attributable to private schooling.  相似文献   

18.
ABSTRACT

Research suggests a positive relationship between schools’ efforts to engage parents and parents’ involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student–teacher ratio as predictors of schools’ efforts to engage parents of students receiving special education services. The dependent variable was the Schools’ Efforts to Partner with Parents’ Scale, which has been validated for states’ use in their federal accountability systems. Mean school-level scores were calculated for 265 schools in a large southeastern state. Results indicated that student–teacher ratio was the strongest predictor of parents’ perceived school engagement efforts. Implications are drawn for ways in which all schools, including those with high student–teacher ratios, can improve their collaboration with parents of students receiving special education services.  相似文献   

19.
This article addresses developments in inclusion and adaptive instruction in Dutch elementary schools between 1992-1993 and 1995-1996. Analyses indicate that partnerships between regular and special education schools and school policies on the professional development of teachers were implemented with increasing fidelity. Substantial progress was made with regard to school policies on how to proceed in case of student failure, and the range of special strategies for inclusion that schools offered somewhat increased. The frequency with which teachers used differentiated instruction and adapted the curriculum to meet students' individual needs also increased. However, the frequency with which student progress was monitored decreased slightly. Facilitative measures at the school and regional levels fostered implementation of school-level strategies for inclusion. In turn, school-level strategies for inclusion fostered adaptive instruction at the classroom level to a significant degree. No significant direct relation was found between facilitative measures at the school and regional levels and adaptive instruction at the classroom level.  相似文献   

20.
This study examined the relationship between the implementation of comprehensive school reform (CSR) and changes in reading and math achievement from 1999 until 2003. Survey data about CSR implementation and school-level achievement data were collected for multiple years from a sample of CSR schools and compared with a sample of matched comparison schools. The sampled CSR schools adopted several promising CSR models. Results revealed that improvement over the years in school-level mathematics and reading achievement of CSR schools was not consistently greater than the improvement for comparison schools. The relationship between implementation of CSR and improvement in student achievement was shown to vary by number of years, level of implementation, and CSR designation. CSR schools experienced the largest increases in student achievement between Years 3 and 5 of implementation. A high level of implementation and comprehensiveness of implementation was weakly associated with a large increase in mathematics and reading achievement relative to the matched comparison school. This relationship also varies by CSR designation.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号