The Longitudinal Effects of School Improvement Grants. EdWorkingPaper No. 20-177

Autor/inn/en	Sun, Min; Kennedy, Alec; Loeb, Susanna
Institution	Annenberg Institute for School Reform at Brown University
Titel	The Longitudinal Effects of School Improvement Grants. EdWorkingPaper No. 20-177
Quelle	(2020), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Improvement; Grants; Longitudinal Studies; Outcomes of Education; Urban Schools; School Districts; Elementary School Students; Secondary School Students; Scores; Minority Group Students; Low Income Students; Capacity Building; Academic Achievement; Graduation Rate; Public Schools; School Turnaround + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Grant; Finanzielle Beihilfe; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Sekundarschüler; Schulleistung; Public school; Öffentliche Schule
Abstract	School Improvement Grants (SIG) represent one type of governments' capacity-building investment to spur sustainable changes in America's persistently under-performing public schools. This study examines both short- and long-run effects of the first two cohorts of SIG schools from two states and two urban districts across the country. Using dynamic event analyses, we observe that SIG showed larger effects in the second and third years of the intervention than the first year on 3-8th grade student test scores--a pattern of gradually increase over the course the intervention. These positive effects are largely sustained three or four years after the funding ended. In high schools, the SIG effects on 4-year graduation rates were steadily increasing throughout the period of six or seven years after the initial start of the intervention. These patterns of SIG effects mostly apply to each of the four locations, but the magnitude of effects varies across locations, suggesting differential implementations. Moreover, SIG effects on students of color or low-socioeconomic students are similar to, and sometimes a bit larger than, the overall SIG effects. We also conduct a variety of sensitivity and robustness checks. Lastly, we discuss the policy implications of our findings on states' continuing efforts of transforming public organizations and building their long-term capacity for better performance. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01