Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning
In: RSF: the Russell Sage Foundation journal of the social sciences, Band 2, Heft 5, S. 220-241
ISSN: 2377-8261
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In: RSF: the Russell Sage Foundation journal of the social sciences, Band 2, Heft 5, S. 220-241
ISSN: 2377-8261
In: Social science research: a quarterly journal of social science methodology and quantitative research, Band 44, S. 15-31
ISSN: 1096-0317
In: The American journal of sociology, Band 118, Heft 4, S. 943-979
ISSN: 1537-5390
In: Evaluation review: a journal of applied social research, Band 44, Heft 2-3, S. 111-144
ISSN: 1552-3926
Charter schools place competitive pressure on school districts to retain students and public funding. Many districts also have moved to decentralize control of budgets and teacher hiring down to school principals, independent of competitive pressures. But almost no evaluation evidence gauges the effectiveness of charter-like schools, relative to traditional public schools. We find that autonomous pilot schools in Los Angeles enroll more low-income and Spanish-speaking students, compared with traditional schools. Pilot pupils are significantly less likely to exit the school district. But pilot pupils displayed lower test scores in mathematics and fell slightly below traditional students in English-language arts, taking into account prior performance and their propensity to enter pilot schools. We tracked 6,732 students entering pilot high schools between 2008 and 2012, statistically matched in multiple ways with traditional peers from identical sending middle schools. We discuss the advantages of our evaluation strategy and the implications of our findings for education leaders and policy makers.
In: Economics of education review, Band 76, S. 101983
ISSN: 0272-7757
In: Journal of policy analysis and management: the journal of the Association for Public Policy Analysis and Management, Band 40, Heft 2, S. 572-613
ISSN: 1520-6688
AbstractDo quasi‐experimental (QE) studies conducted with baseline covariates that are typically available in the longitudinal administrative state databases yield unbiased effect estimates? This paper conducts a within‐study comparison (WSC) study that compares experimental impacts of early college high school (ECHS) attendance with QE impacts drawn from the state and locales. We find that (1) QE models for outcomes with natural (matching) pretests replicated the randomized benchmarks quite well; (2) the replication bias is not sensitive to type of propensity score model or method; and (3) imposing locational restrictions (i.e., local matching) on the comparison students––specifically choosing them from among non‐treatment students who came from the same feeder middle schools as the treatment students––does not decrease the QE bias; on the contrary, it performed worse than the models that did not impose this restriction for most outcomes. The first two findings are generally consistent with other education WSCs while the third one is not, suggesting that in cases where selection may be driven by individual‐level factors, such as this one, local matching may yield biased treatment effect estimates by greatly reducing the pool of potential comparison units and distorting balance on unobservable confounders while prioritizing balance on observable factors.