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Autor/inn/en | Carlson, Deven; Cowen, Joshua M.; Fleming, David J. |
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Titel | Life after Vouchers: What Happens to Students Who Leave Private Schools for the Traditional Public Sector? |
Quelle | In: Educational Evaluation and Policy Analysis, 35 (2013) 2, S.179-199 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3737 |
DOI | 10.3102/0162373712461852 |
Schlagwörter | Educational Vouchers; Private Schools; School Choice; Low Achievement; Public Schools; Academic Achievement; Institutional Characteristics; Educationally Disadvantaged; Achievement Gains; Scores; Mathematics Achievement; Reading Achievement; Elementary School Students; Secondary School Students; Standardized Tests; Student Characteristics; High Achievement; Racial Differences; Gender Differences; Socioeconomic Status; English Language Learners; Transfer Students; Wisconsin; Wisconsin Knowledge and Concepts Examinations Educational voucher; Bildungsgutschein; Private school; Privatschule; Choice of school; Schulwahl; Unterdurchschnittliche Leistung; Public school; Öffentliche Schule; Schulleistung; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Sekundarschüler; Standadised tests; Standardisierter Test; Rassenunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Hochschulwechsel; Schulwechsel; Studienortwechsel |
Abstract | Few school choice evaluations consider students who leave such programs, and fewer still consider the effects of leaving these programs as policy-relevant outcomes. Using a representative sample of students from the citywide voucher program in Milwaukee, Wisconsin, we analyze more than 1,000 students who leave the program during a 4-year period. We show that low-performing voucher students tend to move from the voucher sector into lower performing and less effective public schools than the typical public school student attends, whereas high-performing students transfer to better public schools. In general, transferring students realize substantial achievement gains after moving to the public sector; these results are robust to multiple analytical approaches. This evidence has important implications for school choice policy and research. (Contains 21 notes, 7 tables, and 1 figure.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |