Long-Term Impacts of Educational Interventions

Autor/in	Deming, David James
Titel	Long-Term Impacts of Educational Interventions
Quelle	(2010), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Harvard University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-8018-5
Schlagwörter	Hochschulschrift; Dissertation; Neighborhoods; Crime; Preschool Education; School Choice; Disadvantaged Youth; Educational Attainment; Standardized Tests; Young Adults; Program Effectiveness; Intervention; Educational Policy; Longitudinal Studies; College Attendance; Federal Programs; Preschool Children; High School Students; Middle School Students; Accountability; Evaluation Methods; Correlation; Outcomes of Education; Urban Schools; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Neighbourhoods; Nachbarschaft; Crimes; Delict; Delicts; Delikt; Pre-school education; Vorschulerziehung; Choice of school; Schulwahl; Benachteiligter Jugendlicher; Bildungsabschluss; Bildungsgut; Standadised tests; Standardisierter Test; Young adult; Junger Erwachsener; Politics of education; Bildungspolitik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Verantwortung; Korrelation; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The school accountability movement has led to a marked increase in the use of standardized test scores to measure school and teacher productivity, yet little is known about the correlation between test score gains and improvements in long-term outcomes. In the first chapter of my dissertation, I study the impact of a school choice policy in Charlotte, North Carolina in 2002 on young adult crime through 2009. I find that middle and high school students who win an admissions lottery to attend a better school commit fewer and less serious crimes as adults, years after the intervention is complete. In the second chapter, which is coauthored with Justine Hastings, Tom Kane and Doug Staiger, we examine the effect of this policy on college enrollment. We find that among students who live in neighborhoods that are zoned to low-quality schools, those that win an admissions lottery are more likely to graduate from high school and attend college. In the final chapter, I examine the impact of Head Start, a federal preschool program for poor children, on long-term outcomes such as educational attainment, employment, health and crime. In all three chapters, program participants experience important gains in long-term life outcomes, despite little evidence of permanent test score gains. This raises important questions for test-based evaluation of existing policies and programs, and for the design of school accountability measures in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10