Exploring Explanations for Ethnic Differences in Voucher Impacts on Student Test Scores.

Autor/inn/en	Peterson, Paul E.; Howell, William G.
Institution	Harvard Univ., Cambridge, MA. Kennedy School of Government.; Harvard Univ., Cambridge, MA. Dept. of Government.
Titel	Exploring Explanations for Ethnic Differences in Voucher Impacts on Student Test Scores.
Quelle	(2001), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Black Students; Educational Vouchers; Elementary Secondary Education; Ethnic Groups; Hispanic American Students; Low Income Groups; Parent Attitudes; Private Schools; Racial Differences; Scores; Standardized Tests; Student Evaluation; Urban Schools; District of Columbia; New York (New York); Ohio (Dayton) + Suchen Sie Ihr Suchwort? Schulleistung; Educational voucher; Bildungsgutschein; Ethnie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Elternverhalten; Private school; Privatschule; Rassenunterschied; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper examines the impact of vouchers on student test scores in Dayton, Ohio, New York, New York, and Washington, DC, highlighting New York City parental assessment of private and public schools to investigate why vouchers seem to have differential effects depending on the students' ethnic background. Researchers collected baseline test scores and family data prior to the voucher lotteries, administered the lotteries, and collected follow-up information 1 and 2 years later. At pretest and posttest, students entering grades 1-8 took the Iowa Test of Basic Skills in reading and mathematics. Parents completed surveys regarding satisfaction with their children's schools, involvement in students' education, and demographics. Results varied systematically by ethnicity. There were no significant differences between the test scores of non-black students who moved to private schools and of the control-group students. Vouchers made a substantial, positive difference for black students but did not significantly impact Hispanic American students' test scores. All control group parents were satisfied with their children's education. Hispanic and black parents were very satisfied with private school placements, though they differed in perceptions. Private school impact on black students was not due to school size, class size, school disruptions, school communications, desegregation, dress rules, hallway monitoring, school resources, homework, parent involvement, or student involvement with the school. (Contains 10 tables and 21 endnotes.) (SM)
Anmerkungen	Kennedy School of Government, Taubman 306, 79 J.F. Kennedy Street, Harvard University, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; Web site: http://www.ksg.harvard.edu/pepg.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC