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Christopher R Walters - One of the best experts on this subject based on the ideXlab platform.
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do parents value School Effectiveness
Research Papers in Economics, 2017Co-Authors: Atila Abdulkadiroglu, Parag A Pathak, Jonathan Schellenberg, Christopher R WaltersAbstract:School choice may lead to improvements in School productivity if parents’ choices reward effective Schools and punish ineffective ones. This mechanism requires parents to choose Schools based on causal Effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high School assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high School graduation, college attendance, and college quality. Parents prefer Schools that enroll high-achieving peers, and these Schools generate larger improvements in short- and long-run student outcomes. Preferences are unrelated to School Effectiveness and academic match quality after controlling for peer quality.
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explaining charter School Effectiveness
American Economic Journal: Applied Economics, 2013Co-Authors: Joshua D Angrist, Parag A Pathak, Christopher R WaltersAbstract:Lottery estimates suggest Massachusetts’ urban charter Schools boost achievement well beyond that of traditional urban public Schools students, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link School-level charter impacts to School inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these Schools’ embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. (JEL H75, I21, I28) A growing body of evidence suggests that urban charter Schools have the potential to generate impressive achievement gains, especially for minority students living in high-poverty areas. In a series of studies using admissions lotteries to identify causal effects, we looked at the impact of charter attendance in Boston and at a Knowledge is Power Program (KIPP) School in Lynn, Massachusetts (Abdulkadiro ˘ g
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explaining charter School Effectiveness
Research Papers in Economics, 2012Co-Authors: Joshua D Angrist, Parag A Pathak, Christopher R WaltersAbstract:Estimates using admissions lotteries suggest that urban charter Schools boost student achievement, while charter Schools in other settings do not. Using the largest available sample of lotteried applicants to charter Schools, we explore student-level and School-level explanations for this difference in Massachusetts. In an econometric framework that isolates sources of charter effect heterogeneity, we show that urban charter Schools boost achievement well beyond that of urban public School students, while non-urban charters reduce achievement from a higher baseline. Student demographics explain some of these gains since urban charters are most effective for non-whites and low-baseline achievers. At the same time, non-urban charter Schools are uniformly ineffective. Our estimates also reveal important School-level heterogeneity within the urban charter sample. A non-lottery analysis suggests that urban charters with binding, well-documented admissions lotteries generate larger score gains than under-subscribed urban charter Schools with poor lottery records. Finally, we link charter impacts to School characteristics such as peer composition, length of School day, and School philosophy. The relative Effectiveness of urban lottery-sample charters is accounted for by these Schools' embrace of the No Excuses approach to urban education.
David J Deming - One of the best experts on this subject based on the ideXlab platform.
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do differences in School quality matter more than we thought new evidence on educational opportunity in the twenty first century
Sociology Of Education, 2015Co-Authors: Jennifer L Jennings, David J Deming, Christopher Jencks, Maya Lopuch, Beth E SchuelerAbstract:Do Schools reduce or perpetuate inequality by race and family income? Most studies conclude that Schools play only a small role in explaining socioeconomic and racial disparities in educational outcomes, but they usually draw this conclusion based solely on test scores. We reconsider this finding using longitudinal data on test scores and four-year college attendance among high School students in Massachusetts and Texas. We show that unexplained differences between high Schools are larger for college attendance than for test scores. These differences are arguably caused by differences between the Schools themselves. Furthermore, while these apparent differences in high School Effectiveness increase income disparities in college attendance, they reduce racial disparities. Social scientists concerned with Schools’ role in transmitting inequality across generations should reconsider the assumption that Schools either increase or reduce all disparities and should direct attention to explaining why high School...
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using School choice lotteries to test measures of School Effectiveness
The American Economic Review, 2014Co-Authors: David J DemingAbstract:Value-added models (VAMs) are increasingly used to measure School Effectiveness. Yet random variation in School attendance is necessary to test the validity of VAMs, and to guide the selection of models for measuring causal effects of Schools. In this paper, I use random assignment from a public School choice lottery to test the predictive power of VAM specifications. In VAMs with minimal controls and two or more years of prior data, I fail to reject the hypothesis that School effects are unbiased. Overall, many commonly used VAMs are accurate predictors of student achievement gains.
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using School choice lotteries to test measures of School Effectiveness
2014Co-Authors: David J DemingAbstract:Value-added models (VAMs) are increasingly used to measure School Effectiveness. Yet random variation in School attendance is necessary to test the validity of VAMs, and to guide the selection of models for measuring causal effects of Schools. In this paper, I use random assignment from a public School choice lottery to test the predictive power of VAM specifications. In VAMs with minimal controls and two or more years of prior data, I fail to reject the hypothesis that School effects are unbiased. Overall, many commonly used VAMs are accurate predictors of student achievement gains.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.
Bitte Modin - One of the best experts on this subject based on the ideXlab platform.
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School Effectiveness and truancy a multilevel study of upper secondary Schools in stockholm
International journal of adolescence and youth, 2019Co-Authors: Joacim Ramberg, Sara Brolin Laftman, Emma Fransson, Bitte ModinAbstract:Truancy is a problem associated with a range of negative consequences at the individual and societal level, both in the short and the long term. Few earlier studies have investigated the associatio ...
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School Effectiveness and students perceptions of teacher caring a multilevel study
Improving Schools, 2019Co-Authors: Joacim Ramberg, Sara Brolin Laftman, Ylva B Almquist, Bitte ModinAbstract:The effective Schools literature has shown that School-contextual aspects matter for students’ academic and social outcomes. A potential link here may be the quality of the relationships between te ...
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School Effectiveness and students future orientation a multilevel analysis of upper secondary Schools in stockholm sweden
Journal of Adolescence, 2019Co-Authors: Sara Brolin Laftman, Julia Sandahl, Bitte ModinAbstract:Abstract Introduction Future orientation (FO) refers to individuals' beliefs and feelings about their future. Earlier research has primarily investigated correlates of FO at the individual and family level, but it seems likely that FO is also shaped by other central agents or institutions, such as the School. Earlier studies have found positive associations between “School Effectiveness” and student performance, and negative associations in relation to e.g., bullying, delinquency, and health risk behaviors. The current study investigated three teacher-reported features of School Effectiveness - School leadership, teacher cooperation and consensus, and School ethos - and their links with student-reported FO. Methods Survey data were collected in 2016 among 5131 students (aged 17–18 years) and 1061 teachers in 46 upper secondary Schools in Stockholm, Sweden, and merged with School-level register data. Two-level binary logistic regression analyses were performed. Results The analyses showed that higher teacher ratings of School leadership and School ethos were associated with a greater likelihood of reporting an optimistic FO among students. Teacher cooperation and consensus was however not associated with students' FO. Conclusion The findings indicate that the School environment contributes to shaping students' beliefs about their future. Thus, enhancing features of School Effectiveness may be a way of promoting a positive development and brighter objective future prospects for the young, via pathways such as good student-teacher relations and academic motivation and achievement.
Douglas D Ready - One of the best experts on this subject based on the ideXlab platform.
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associations between student achievement and student learning implications for value added School accountability models
Educational Policy, 2013Co-Authors: Douglas D ReadyAbstract:Accountability systems that measure student learning rather than student achievement have the potential to more accurately evaluate School quality. However, one methodological concern has remained surprisingly absent from discussions of value-added modeling. Standardized assessments that exhibit either positive or negative correlations between achievement and achievement gains will produce value-added estimates that contradict actual patterns of School Effectiveness. This study uses student-level state assessment data to explore the ramifications of these relationships for value-added indicators. Within this state’s assessment, the author finds strong negative relationships between achievement and subsequent achievement gains—initially low-scoring students appeared to gain more than their high-achieving peers. Because students are not randomly assigned to Schools by achievement, these child-level correlations strongly influence School-level value-added estimates, in some cases quite dramatically. However,...
Ronald H Heck - One of the best experts on this subject based on the ideXlab platform.
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exploring the principal s contribution to School Effectiveness 1980 1995
School Effectiveness and School Improvement, 1998Co-Authors: Philip Hallinger, Ronald H HeckAbstract:ABSTRACT This article reviews research from 1980‐1995 exploring the relationship between principal leadership and student achievement. The focuses is on the substantive findings that emerged from the review. Earlier reports focused on conceptual and methodological issues. The general pattern of results drawn from this review supports the belief that principals exercise a measurable, though indirect effect on School Effectiveness and student achievement. While this indirect effect is relatively small, it is statistically significant and supports the general belief among educators that principals contribute to School Effectiveness and improvement. Moreover, the review suggests that previously described discrepancies in research results may be explained by the conceptual and methodological tools employed by researchers. We also emphasize the limitations of these studies. Even taken as a group they do not resolve the most important theoretical and practical issues concerning the means by which principals achi...
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reassessing the principal s role in School Effectiveness a review of empirical research 1980 1995
Educational Administration Quarterly, 1996Co-Authors: Philip Hallinger, Ronald H HeckAbstract:Although the is little disagreement conquering the belief that principals have an impact on the lives of teachers and students, both the nature and degree of this effect continues to be open to debate. The relationship is complex and not easily subject to empirical verification. This article reviews the empirical literature on the relationship between the principal's role and School Effectiveness during the period from 1980 to 1995. We specifically focus on the conceptual underpinnings of several theoretical models to study the role, the relationship between models and methods of investigation, an4 consequently, to what has been learned about the nature of the principal impact. We conclude by framing a possible research agenda for the next generation of studies on the effects of School administration.
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the principal s role in School Effectiveness an assessment of methodological progress 1980 1995
1996Co-Authors: Philip Hallinger, Ronald H HeckAbstract:There is relatively little disagreement in either lay or professional circles concerning the belief that principals play a critical role in the lives of teachers, students and Schools. This belief has led to considerable research into the nature of principals’ work, attitudes, values, thought processes, and behaviour (Leithwood, Begley & Cousins, 1990, 1992). When consulting the empirical literature, however, both the nature and degree of principal impact continue to be subject to debate (e.g., Pitner, 1988; Rowan, Dwyer & Bossert, 1982; van de Grift, 1990).