Third Party Governance Training and Voucher School Performance

Autor/inn/en	Ford, Michael R.; Ihrke, Douglas M.
Titel	Third Party Governance Training and Voucher School Performance
Quelle	In: Journal of School Choice, 12 (2018) 3, S.382-400 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2018.1490384
Schlagwörter	Governance; School Choice; Educational Vouchers; Nonprofit Organizations; Urban Schools; School Administration; School Effectiveness; Academic Achievement; Educational Change; Governing Boards; Partnerships in Education; Achievement Tests; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Choice of school; Schulwahl; Educational voucher; Bildungsgutschein; Nonprofit-Organisation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schuleffizienz; Schulleistung; Bildungsreform; Governing body; Governing bodies; Leitungsgremium; Hochschulpartnerschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	In this article we seek to understand the impacts of a third party governance reform implemented by the nonprofit organization, Partners Advancing Values in Education (PAVE), on school-level performance in Milwaukee's maure school choice environment. Specifically, we compare the performance of PAVE and non-PAVE schools on Wisconsin state tests, and explore the relationship between school advancement on PAVE's internal indicators and performance. We show that generally positive findings for schools with longer exposure to PAVE programming exist independent of school size, history, religious affiliation, or reliance on voucher revenues. The article speaks to the potential of third party governance reforms to improve school performance in mature choice environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01