For-Profit and Nonprofit Management in Philadelphia Schools

Autor/inn/en	Peterson, Paul E.; Chingos, Matthew M.
Titel	For-Profit and Nonprofit Management in Philadelphia Schools
Quelle	In: Education Next, 9 (2009) 2, S.64-70 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Federal Legislation; School Restructuring; School Administration; Educational Improvement; Politics of Education; Educational Research; Comparative Analysis; Instructional Effectiveness; Nonprofit Organizations; Proprietary Schools; School Districts; Public Education; Leadership Effectiveness; Organizational Effectiveness; Middle Schools; Elementary Schools; Pennsylvania + Suchen Sie Ihr Suchwort? Bundesrecht; Schulreformplan; Schulumwandlung; Teaching improvement; Unterrichtsentwicklung; Educational policy; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Unterrichtserfolg; Nonprofit-Organisation; School district; Schulbezirk; Öffentliche Erziehung; Führungseffizienz; Unternehmenserfolg; Middle school; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule
Abstract	The federal law No Child Left Behind (NCLB) requires states to "restructure" any school that fails for six years running to make Adequate Yearly Progress (AYP) toward full proficiency on the part of all students by the year 2014. The law provides a number of restructuring options, including turning over the school's management to a private for-profit or nonprofit entity. Only a few school districts nationwide have sought help from either type of organization in the management of low-performing schools. But in 2002 the School District of Philadelphia, at the request of the state of Pennsylvania, asked entities of both types to participate in a substantial restructuring of many of its lowest-performing schools. The restructuring initiative was directed by the Philadelphia School Reform Commission (SRC), which contracted with for-profit organizations to manage 30 elementary and middle schools and with nonprofit organizations to manage 16 schools. The policy intervention in Philadelphia raises questions of general interest: Do students at schools assigned to for-profit or nonprofit managers learn more than would be expected had those schools remained under school district management? Is for-profit management more or less effective at raising achievement than nonprofit management? Told most simply, the Philadelphia story provides a threefold answer to these questions: (1) for-profits outperform district-managed schools in math but not in reading; (2) nonprofits probably fall short of district schools in both reading and math instruction; and (3) for-profits outperform nonprofits in both subjects. However, the answers require both explication and qualification. In this article, the authors use a rigorous research design to estimate the impact of for-profit and nonprofit management in Philadelphia. (Contains 1 figure.) (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10