Changes in School Enrollment Patterns after the First-Time Release of School-Level Test Scores in Milwaukee's School Voucher Program: A First Look

Autor/in	Ford, Michael
Titel	Changes in School Enrollment Patterns after the First-Time Release of School-Level Test Scores in Milwaukee's School Voucher Program: A First Look
Quelle	In: Education and Urban Society, 48 (2016) 5, S.460-478 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124514536439
Schlagwörter	Enrollment Trends; Educational Vouchers; Scores; Urban Schools; Statistical Analysis; School Effectiveness; School Closing; Declining Enrollment; Institutional Characteristics; Achievement Gains; Parents; School Choice; Elementary Secondary Education; Academic Achievement; Standardized Tests; Wisconsin; Wisconsin Knowledge and Concepts Examinations + Suchen Sie Ihr Suchwort? Educational voucher; Bildungsgutschein; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Statistische Analyse; Schuleffizienz; School closings; Schließung; Schließung (von Schulen); Achievement gain; Leistungssteigerung; Eltern; Choice of school; Schulwahl; Schulleistung; Standadised tests; Standardisierter Test
Abstract	Since 1990, the Milwaukee Parental Choice Program (MPCP) has enabled low and middle-income parents to attend private Milwaukee schools at state expense. In 2010, the Wisconsin Department of Public Instruction released, for the first time, results of newly required state standardized tests for students using the MPCP. This article uses an original data set from Milwaukee's two-decade-old private school voucher program to test several hypotheses on the impact of the first public release of test scores on school enrollment patterns. Specifically, the article uses quantitative methods to test (a) whether enrollment decreased at lower performing schools, (b) whether low-performing schools were more likely to close compared with higher performing schools, and (c) whether historical school-level growth patterns were significantly different after the release of test scores. The article finds that enrollment increases at higher performing schools were larger than at low-performing schools. However, the link between test scores and enrollment patterns disappears after controlling for available school-level characteristics. The analysis provides a first peek at how a transparency intervention affects enrollment patterns in an education marketplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01