The Effect of School District Consolidation on Student Achievement: Evidence from Arkansas

Autor/inn/en	McGee, Josh B.; Mills, Jonathan N.; Goldstein, Jessica S.
Titel	The Effect of School District Consolidation on Student Achievement: Evidence from Arkansas
Quelle	In: Educational Evaluation and Policy Analysis, 45 (2023) 3, S.482-495 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737221133394
Schlagwörter	Consolidated Schools; School Districts; Academic Achievement; Mathematics Achievement; Language Arts; Economic Factors; Educational Policy; School Restructuring; Enrollment; Arkansas + Suchen Sie Ihr Suchwort? Consolidated school; Mittelpunktschule; Zentralschule; School district; Schulbezirk; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Ökonomischer Faktor; Politics of education; Bildungspolitik; Schulreformplan; Schulumwandlung; Einschulung
Abstract	School district consolidation is one of the most widespread education reforms of the last century, but surprisingly little research has directly investigated its effectiveness. To examine the impact of consolidation on student achievement, this study takes advantage of a policy that requires the consolidation of all Arkansas school districts with enrollment of fewer than 350 students for two consecutive school years. Using a regression discontinuity model, we find that consolidation has either null or small positive impacts on student achievement in math and English Language Arts (ELA). We do not find evidence that consolidation in Arkansas results in positive economies of scale, either by reducing overall cost or by allowing for a greater share of resources to be spent in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01