The Impact of School Improvement Grants on Student Outcomes: Findings from a National Evaluation Using a Regression Discontinuity Design

Autor/inn/en	Dragoset, Lisa; Thomas, Jaime; Herrmann, Mariesa; Deke, John; James-Burdumy, Susanne; Lee Luca, Dara
Titel	The Impact of School Improvement Grants on Student Outcomes: Findings from a National Evaluation Using a Regression Discontinuity Design
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 2, S.215-250 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Jaime) ORCID (Lee Luca, Dara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1571654
Schlagwörter	Grants; Educational Improvement; Federal Aid; Federal Legislation; Educational Change; School Turnaround; Academic Achievement; Outcomes of Education; Mathematics Achievement; Reading Achievement; Scores; High School Graduates; Graduation Rate; Enrollment Rate + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; Teaching improvement; Unterrichtsentwicklung; Bundesrecht; Bildungsreform; Schulleistung; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin
Abstract	As part of the American Recovery and Reinvestment Act of 2009, the School Improvement Grants (SIG) program received more than $3 billion with the goal of substantially improving student achievement. The SIG program's funding was to help states turn around the nation's persistently lowest-achieving schools using one of four school intervention models--transformation, turnaround, restart, or closure. We used a regression discontinuity design and a large sample of schools from more than 20 states to evaluate the impact of implementing a SIG-funded intervention model on use of SIG-promoted practices and student outcomes. Our regression discontinuity design exploited cutoff values on the continuous variables used to define the SIG eligibility tiers to compare outcomes in schools that just met the eligibility cutoff for receiving SIG funding to outcomes in schools that just missed it. We found that SIG had no impact on any of the outcomes we examined, including math and reading test scores, high school graduation rates, and college enrollment rates. Using a correlational analysis, we found the turnaround model was associated with larger student achievement gains in math than the transformation model for grades 6 through 12. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01