School Turnarounds: Evidence from the 2009 Stimulus. Program on Education Policy and Governance Working Papers Series. PEPG 12-04

Autor/in	Dee, Thomas S.
Institution	Harvard University, Program on Education Policy and Governance
Titel	School Turnarounds: Evidence from the 2009 Stimulus. Program on Education Policy and Governance Working Papers Series. PEPG 12-04
Quelle	(2012), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; School Restructuring; Eligibility; Educational Change; School Turnaround; Governance; Educational Policy; Federal Programs; Federal Regulation; Federal Aid; Educational Improvement; Educational Assessment; Educational Indicators; Audits (Verification); Progress Monitoring; Low Achievement; Multivariate Analysis; Robustness (Statistics); Academic Achievement; Achievement Rating; Achievement Gains; Predictor Variables; Change Strategies; California + Suchen Sie Ihr Suchwort? Evidenz; Schulreformplan; Schulumwandlung; Eignung; Bildungsreform; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Bundeskompetenz; Teaching improvement; Unterrichtsentwicklung; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Unterdurchschnittliche Leistung; Multivariate Analyse; Widerstandsfähigkeit; Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement gain; Leistungssteigerung; Prädiktor; Lösungsstrategie; Kalifornien
Abstract	The American Recovery and Reinvestment Act of 2009 (ARRA) targeted substantial School Improvement Grants (SIGs) to the nation's "persistently lowest achieving" public schools (i.e., up to $2 million per school annually over 3 years) but required schools accepting these awards to implement a federally prescribed school-reform model. Schools that met the "lowest-achieving" and "lack of progress" thresholds within their state had prioritized eligibility for these SIG-funded interventions. Using data from California, this study leverages these two discontinuous eligibility rules to identify the effects of SIG-funded whole-school reforms. The results based on these "fuzzy" regression-discontinuity designs indicate that there were significant improvements in the test-based performance of schools on the "lowest-achieving" margin but not among schools on the "lack of progress" margin. Complementary panel-based estimates suggest that these improvements were largely concentrated among schools adopting the federal "turnaround" model, which compels more dramatic staff turnover. (Contains 12 figures, 12 tables, and 19 footnotes.) (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10