Grading New York: An Evaluation of New York City's Progress Report Program. Civic Report No. 55

Autor/in	Winters, Marcus A.
Institution	Center for Civic Innovation at the Manhattan Institute
Titel	Grading New York: An Evaluation of New York City's Progress Report Program. Civic Report No. 55
Quelle	(2008), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Urban Schools; Grades (Scholastic); Mathematics Skills; Reading Skills; Achievement Gains; Reading Achievement; Mathematics Achievement; Educational Quality; Public Schools; Educational Improvement; Accountability; Morale; Low Achievement; Educational Environment; Standardized Tests; Institutional Evaluation; Scores; Florida; New York + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Notenspiegel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Achievement gain; Leistungssteigerung; Leseleistung; Mathmatics sikills; Mathematical ability; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Moral; Unterdurchschnittliche Leistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Standadised tests; Standardisierter Test
Abstract	In 2006-07, New York City, the largest school district in the United States, decided it would follow several other school systems in adopting a progress report program. Under its program, the city grades schools from A to F according to an accumulating point system based on the weighted average of measurements of school environment, students' performance, and students' academic progress. The implementation of these progress reports has not been without controversy. While many argue that they inform parents about public school quality and encourage schools to improve, others contend that grades lower morale at low-performing schools. To date there has been too little empirical information about the program's effectiveness to settle these questions. This paper incorporates student-level data in a regression-discontinuity design to study the impact of a school's receipt of a particular grade--A, B, C, D, or F--on student proficiency in math and English one year later. The main findings of the paper are as follows: (1) Students in schools earning an F grade made overall improvements in math the following year, though these improvements occurred primarily among fifth-graders; and (2) Students in F-graded schools did no better or worse in English than students in schools that were not graded F. The paper is divided into six sections. Following an introduction, Section 2 provides a brief overview of previous research evaluating a similar progress report program in Florida. Section 3 discusses the design of New York City's policy. In order to give results on the relative improvement of D- and F-graded schools greater context, the paper presents some information about overall school progress in New York City in Section 4. It then devotes Section 5 to discussing methodology and data. The paper reports results from estimation in Section 6, including a replication of results obtained by Rockoff and Turner (2008), who employed a similar design to study New York's policy but used aggregate data. Section 7 states the conclusions. (Contains 6 tables and 5 endnotes.) (ERIC).
Anmerkungen	Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10