Results of a School Voucher Experiment: The Case of Washington, D.C. after Two Years.

Autor/inn/en	Wolf, Patrick J.; Peterson, Paul E.; West, Martin R.
Institution	Harvard Univ., Cambridge, MA. Kennedy School of Government.; Georgetown Univ., Washington, DC.
Titel	Results of a School Voucher Experiment: The Case of Washington, D.C. after Two Years.
Quelle	(2001), (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Black Students; Educational Testing; Educational Vouchers; Elementary School Mathematics; Elementary Secondary Education; Parent Attitudes; Private School Aid; Private Schools; Program Evaluation; Public Schools; Reading; Scholarships; School Choice; Student Attitudes; Urban Schools; District of Columbia + Suchen Sie Ihr Suchwort? Schulleistung; Educational voucher; Bildungsgutschein; Elementare Mathematik; Schulmathematik; Elternverhalten; Private school; Privatschule; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Leseprozess; Lesen; Scholarship; Stipendium; Choice of school; Schulwahl; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	In fall 1997, the Washington Scholarship Fund expanded its privately funded school voucher program in Washington, D.C., and in 1998, over 1,000 students were offered scholarships by lottery. This evaluation examined the impact of the first 2 years of the program on students who completed baseline testing and were in grades 1-7 in spring 1998. It estimated the program's impact on student test scores in reading, math, and combined achievement as well as other educational and social outcomes, as reported by parents and students. Overall, parents of students in private schools were much more satisfied with their children's schools. According to the parents who received scholarships, no child was refused admission to a preferred school for religious considerations. Home-school communications were much more extensive, classes were smaller, and students were expected to do more homework in private schools. Academic quality was the main reason public and private school parents chose their schools. Parents of students in public schools were much more likely than private school parents to report that their schools have a variety of special programs and facilities. Two years after changing schools, African American students of all ages attending private schools significantly outperformed their peers in combined reading and mathematics achievement. The adjustment problems experienced by older voucher students during the first year in private schools attenuated markedly. In general, individuals who used their scholarships came from more financially and educationally advantaged families than those who did not. (Contains 18 tables.) (SM)
Anmerkungen	Taubman 306, Kennedy School of Government, 79 J.F.K. Street, Harvard University, Cambridge, MA 02138. Tel: 617-495-7976; Tel: 617-495-8312; Fax: 617-496-4428; Web site: http://www.ksg.harvard.edu/pepg/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC