Is There a Magnet-School Effect? A Multisite Study of MSAP-Funded Magnet Schools

Autor/inn/en	Wang, Jia; Schweig, Jonathan D.; Herman, Joan L.
Titel	Is There a Magnet-School Effect? A Multisite Study of MSAP-Funded Magnet Schools
Quelle	In: Journal of Education for Students Placed at Risk, 22 (2017) 2, S.77-99 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2017.1292853
Schlagwörter	Magnet Schools; School Choice; School Districts; Multivariate Analysis; Regression (Statistics); Probability; Scores; Outcomes of Education; Program Implementation; Academic Achievement; Comparative Analysis; Racial Differences; African American Students; Low Income Students; Reliability; Educational Indicators; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; School district; Schulbezirk; Multivariate Analyse; Regression; Regressionsanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Lernleistung; Schulerfolg; Schulleistung; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Reliabilität; Educational indicato; Bildungsindikator
Abstract	Magnet schools are one of the largest sectors of choice schools in the United States. In this study, we explored the heterogeneity in magnet-school effects on student achievement by examining 24 magnet schools, funded under the Magnet Schools Assistance Program (MSAP), in 5 school districts across 4 states. The magnet effects were synthesized across schools with a multilevel variance-known analysis, using the school-level effects estimated with a propensity score matched regression approach. Results indicated significant variation in magnet effects on student outcomes, with some magnet schools showing positive effects, and others showing negative effects. This variation can be explained by program implementation and magnet support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01