Impact of Voucher Design on Public School Performance: Evidence from Florida and Milwaukee Voucher Programs. Staff Report No. 315

Autor/in	Chakrabarti, Rajashri
Institution	Federal Reserve Bank of New York
Titel	Impact of Voucher Design on Public School Performance: Evidence from Florida and Milwaukee Voucher Programs. Staff Report No. 315
Quelle	(2008), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Program Effectiveness; Educational Vouchers; School Effectiveness; Educational Improvement; Improvement Programs; Effective Schools Research; School Restructuring; Program Descriptions; Program Design; Program Evaluation; Educational Assessment; Educational Indicators; Models; School Statistics; Multiple Regression Analysis; Achievement Gains; Florida; Wisconsin + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Educational voucher; Bildungsgutschein; Schuleffizienz; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Schulforschung; Schulreformplan; Schulumwandlung; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Analogiemodell; Achievement gain; Leistungssteigerung
Abstract	This paper examines the impact of vouchers in general and voucher design in particular on public school performance. It argues that all voucher programs are not created equal. There are often fundamental differences in voucher designs that affect public school incentives differently and induce different responses from them. It analyzes two voucher programs in the United States. The 1990 Milwaukee experiment can be looked upon as a "voucher shock" program that suddenly made low-income students eligible for vouchers. The 1999 Florida program can be looked upon as a "threat of voucher" program, in which schools getting an "F" grade for the first time are exposed to the threat of vouchers, but do not face vouchers unless and until they get a second "F" within the next three years. In the context of a formal theoretical model, the study argues that the threatened public schools will unambiguously improve under the Florida-type program, and this improvement will exceed that under the Milwaukee-type program. Using school-level scores from Florida and Wisconsin and a difference-in-differences estimation strategy in trends, it then shows that these predictions are validated empirically. These findings are reasonably robust in that they survive sensitivity checks including correcting for mean reversion and a regression discontinuity analysis. (Contains 12 tables, 3 figures and 62 footnotes.) (As Provided).
Anmerkungen	Federal Reserve Bank of New York. 33 Liberty Street, New York, NY 10045. Tel: 212-720-5000; Tel: 646-720-5000; e-mail: pipubs@ny.frb.org; Web site: http://www.newyorkfed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10