The Longitudinal Effects of School Improvement Grants

Autor/inn/en	Sun, Min; Kennedy, Alec I.; Loeb, Susanna
Titel	The Longitudinal Effects of School Improvement Grants
Quelle	In: Educational Evaluation and Policy Analysis, 43 (2021) 4, S.647-667 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737211012440
Schlagwörter	Longitudinal Studies; Educational Improvement; Grants; Capacity Building; Educational Finance; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Mathematics Achievement; Academic Achievement; Language Arts; Educational Change; School Effectiveness; Statistical Analysis + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching improvement; Unterrichtsentwicklung; Grant; Finanzielle Beihilfe; Bildungsfonds; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Sprachkultur; Bildungsreform; Schuleffizienz; Statistische Analyse
Abstract	School Improvement Grants (SIGs) exemplify a capacity-building investment to spur sustainable changes in America's persistently lowest-performing schools and stimulate the economy. This study examines both short- and longer-term effects of the first two cohorts of SIG schools from four locations across the country. Dynamic difference-in-differences models show that SIGs' effects on achievement in Grades 3 to 8, as measured by state test scores in math and English language arts, gradually increased over the three reform years and were largely sustained for 3 or 4 years afterward. Evidence on high school graduation rates, though less robust, also suggests SIGs had positive effects. SIGs' effects on students of color and low-socioeconomic-status students were similar to or significantly larger than the overall effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01