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Results 1 - 10
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1,222
SJSU ScholarWorks
"... Connecting British Columbia (Canada) school libraries and student achievement: A comparison of higher and lower performing schools with similar overall funding ..."
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Connecting British Columbia (Canada) school libraries and student achievement: A comparison of higher and lower performing schools with similar overall funding
San Jose State University From the SelectedWorks of Ken Haycock
, 2011
"... Connecting British Columbia (Canada) school libraries and student achievement: A comparison of higher and lower performing schools with similar overall funding ..."
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Connecting British Columbia (Canada) school libraries and student achievement: A comparison of higher and lower performing schools with similar overall funding
Teachers, schools and academic achievement
- Econometrica
, 2005
"... This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification ..."
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Cited by 249 (7 self)
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the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within-school heterogeneity indicate that teachers have powerful effects
Ranking up by moving out: The effect of the Texas Top 10% Plan on property values
, 2010
"... Texas engaged in a large-scale policy experiment when it instituted the Top 10 % Plan. This policy guarantees automatic admission to their state university of choice for all high school seniors who graduate in the top decile of their high school class. We find evidence that households reacted strate ..."
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Cited by 2 (0 self)
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strategically to this policy by moving to neighborhoods with lower-performing schools, increasing property values in those areas. The effect is strongest among schools that were very low-performing before the change in policy; and weaken as the previous performance of the school district increases. We also find
Explaining the short careers of high-achieving teachers in schools with low-performing students.
- American Economic Review,
, 2005
"... Low-achieving students often are taught by the least-qualified teachers. These disparities begin when teachers take their first jobs, and in urban areas they are worsened by teachers' subsequent decisions to transfer and quit. Such quits and transfers increase disparities in at least two ways. ..."
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Cited by 83 (16 self)
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high teacher turnover in lowerperforming schools disadvantage students in those schools since the effectiveness of teachers increases over the first few years of their careers. Twenty-seven percent of first-year teachers in New York City's lower-performing schools do not return the following year
Principal instructional leadership and secondary school performance
"... • Principal instructional leadership can be direct (focused on improving teaching) or indirect (focused on creating the conditions for optimal teaching and learning). • In secondary schools, principals are more likely to focus on indirect instructional leadership than they are in primary schools, be ..."
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Cited by 2 (0 self)
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, because middle leaders such as heads of department take on much of the direct instructional leadership. • In the study reported in this article, principals in both higher and lower performing schools were rated higher for frequency of both direct and indirect leadership behaviours than principals of mid-performing
(Cornell University)
, 2012
"... Given the prevalence of districts offering older teachers incentives to retire early in order to fill budget gaps and the rising average age of the teachers, the composition of teachers will change dramatically in coming years. However, there currently is no information on how these changes in the t ..."
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test scores; likely, it increased them. The positive effects were most pronounced in low-SES and lower-performing schools. Our results suggest that districts may be able to lower costs without damaging student outcomes through early retirement programs.
DOES IT PAY TO GET AN A? SCHOOL RESOURCE ALLOCATIONS IN RESPONSE TO ACCOUNTABILITY RATINGS
, 2009
"... This paper examines whether school districts, and individual schools, respond to ratings from the accountability system by reallocating resources across or within schools. Our empirical work follows three identification strategies, a regression discontinuity for schools on the rating boundaries, a “ ..."
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Cited by 4 (0 self)
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system they appear to have abandoned this strategy. In addition, the rating shock results suggest that some effort was directed towards assisting lower performing schools under the new regime. Finally, we find that in the early period incremental funds were used as much for ancillary purposes
Cross-national differences and accounting for social class inequalities
- in education’, International Sociology
, 2005
"... abstract: This article focuses on two questions relating to social class inequalities in education: cross-national differ-ences and the contribution of material, cultural and school factors in accounting for the relationship. These questions are addressed using the EGP measure of occupational class ..."
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Cited by 20 (0 self)
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to attend lower performing schools. However, the inverse is not true: school differences in student performance are only partially accounted for by class background and other socioeconomic factors.
DO ADMINISTRATORS RESPOND TO THEIR ACCOUNTABILITY RATINGS? THE RESPONSE OF SCHOOL BUDGETS TO ACCOUNTABILITY GRADES
, 2014
"... This paper examines how school administrators reallocate resources to schools in response to marginal changes in accountability ratings. We study this through an analysis of budgetary changes for schools on the margin of the distinct rating boundary. By determining how close each school is to an acc ..."
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performing (or punish lower performing) schools. Using data in Texas from 1994 to 2002, we find evidence suggesting that schools with higher ratings received more funds than others, and the “reward ” funds were targeted towards administration/training, counseling and extra-curricular activities.
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