State Takeover, School Restructuring, Private Management, and Student Achievement in Philadelphia

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Autor/inn/en	Gill, Brian; Zimmer, Ron; Christman, Jolley; Blanc, Suzanne
Institution	RAND Education, Santa Monica, CA.; Research for Action, Inc., Philadelphia, PA.
Titel	State Takeover, School Restructuring, Private Management, and Student Achievement in Philadelphia
Quelle	(2007), (66 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Educational Change; School Restructuring; School Districts; Limited English Speaking; Academic Achievement; Outcomes of Treatment; State Action; Differences; Longitudinal Studies; Elementary Secondary Education; Low Achievement; Minority Groups; Special Education; Educational Improvement; Reading Achievement; Mathematics Achievement; Educational Policy; Privatization; Private Sector; School Administration; Pennsylvania + Suchen Sie Ihr Suchwort? Bildungsreform; Schulreformplan; Schulumwandlung; School district; Schulbezirk; Schulleistung; Staatliche Intervention; Unterscheiden; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterdurchschnittliche Leistung; Ethnische Minderheit; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching improvement; Unterrichtsentwicklung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Politics of education; Bildungspolitik; Privatisation; Privatisierung; Privater Sektor
Abstract	This monograph uses longitudinal, student-level achievement data provided by the School District of Philadelphia (SDP) to examine differential achievement effects in the 45 privately operated schools, in the 21 schools that were restructured and given additional resources in 2002, and in the 16 schools (known as the "sweet 16") that received additional resources but no other specific intervention. Prior to examining differences among "treatments" within Philadelphia, this monograph sets the context for the analysis by using statewide school-level achievement data to assess whether Philadelphia's schools, districtwide, were in fact improving at greater rates than were comparison schools in the first three years following the state takeover. Specifically, the study addresses the following research questions: (1) How have districtwide achievement levels in Philadelphia changed since 2002, both in absolute terms and relative to other low-achieving schools in Pennsylvania? (2) In the schools selected for intervention, what have been the effects on student achievement in each of the first four years of treatment? Have any of the treatment types (private management, restructuring, and sweet 16 classification) produced results that differ significantly from those of the rest of the district? Among private providers, have particular types (for-profit, university, and other nonprofit) or particular individual providers produced positive or negative effects compared with the rest of the district? and (3) Have any of the different treatments produced differential effects on particular populations of disadvantaged students, including racial or ethnic minorities, students with limited English proficiency, or students receiving special education services? This monograph does not aim to provide a rich and comprehensive assessment of all aspects of Philadelphia's school improvement efforts since 2002; it merely evaluates, to the extent possible, the achievement impacts of some of those efforts, as measured by results on annual assessments in reading and mathematics. This monograph is organized as follows: Chapter Two describes Philadelphia's policy changes in greater detail, relating the history of the state takeover, the districtwide changes implemented since 2002, and characteristics of each of the private providers. Chapter Three presents the analysis of Philadelphia's districtwide achievement trends relative to the rest of Pennsylvania since the state takeover (i.e., the results of the first research question). Chapter Four turns to the analysis of differential achievement effects of privately managed schools, restructured schools, and sweet 16 schools (i.e., the second and third research questions). Chapter Five presents conclusions and implications. (Contains 2 figures and 9 tables.) [This report was also supported by the Accountability Review Council for the School District of Philadelphia.] (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10