Reaching Further and Learning More? Evaluating Public Impact's "Opportunity Culture" Initiative. Working Paper 181

Autor/inn/en	Backes, Ben; Hansen, Michael
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Reaching Further and Learning More? Evaluating Public Impact's "Opportunity Culture" Initiative. Working Paper 181
Quelle	(2018), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Opportunities; Program Implementation; Teacher Effectiveness; School Districts; Educational Cooperation; Mathematics Achievement; Reading Achievement; Standardized Tests; North Carolina + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Education; cooperation; Kooperation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Standadised tests; Standardisierter Test
Abstract	Public Impact's "Opportunity Culture" (OC) initiative provides a suite of models aimed at extending the reach of highly effective teachers and has partnered with school districts to implement these interventions in schools. Using administrative data from three partner school districts that collectively include 44 OC schools, we estimate the relationship between OC staffing models and student achievement in math and reading. We find that the bulk of exposed students received treatment under OC's multiclassroom leadership model, in which a master teacher with demonstrated effectiveness intensively leads and coaches a team of teachers, and that these students scored higher in math in all specifications. In reading, while most specifications find positive and significant learning gains for students taught by team teachers, the specification that performs best in our placebo tests--one that includes school-by-year fixed effects to account for overall improvement in treatment schools--does not find any impact. Results for other specifications are more mixed and are imprecisely estimated. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: https://caldercenter.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11