Sentences with phrase «estimating school effects»

Sean F. Reardon and Stephen W. Raudenbush, «Assumptions of value - added models for estimating school effects,» Education Finance and Policy 4 (4)(2009): 492 - 519.

Not exact matches

The effect of the Triborough Amendment is significant: Edmund J. McMahon, senior fellow at the Empire Center for New York State Policy, a conservative research group, has estimated that longevity - based pay increases for teachers, guaranteed by the amendment even after contracts expire, add $ 300 million to school budgets annually.

In the case of charter schools, however, an estimate of their effect on students who enroll is exactly what we want, as the basic idea behind charter school reform is that only students who want to should attend them.

Only 6 percent attend a school that is estimated to have a negative effect on math, and these estimated effects are all small.

We use common statistical procedures to estimate the effect on math and reading test scores of each additional year of actual attendance at a charter school.

Another 56 percent attend a school that is estimated to have a positive effect that is large: between 0.1 and 0.3 of a standard score.

We also estimated a separate effect on achievement for each of the 32 charter schools with students in grades 3 through 8.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

The estimated effect of charter school attendance for each of our measures is very small in magnitude; none is statistically significant.

Fortunately, statistical techniques are available that produce reliable estimates of the average effect of using a voucher compared to not being offered one and the average effect of attending private school in year 3 of the study with or without a voucher compared to not attending private school.

All three effect estimates — treatment vs. control, effect of voucher use, and impact of private schooling — are provided in the longer version of this article (see «Summary of the OSP Evaluation» at www.educationnext.org), so that individual readers can view those outcomes that are most relevant to their considerations.

In high - poverty schools, we estimate that the overall effect of all teacher turnover on student achievement is 0.08 of a standard deviation in math and 0.05 of a standard deviation in reading.

In comparison, in low - poverty schools, the estimated effects of turnover are close to zero.

Charter school attendance also appears to have a modest positive effect on reading scores, though this estimate falls short of statistical significance due to the relatively small number of students in our lottery sample.

Although not all students offered a voucher will use it to enroll in a private school, the data from an RCT can also be used to generate a separate estimate of the effect of voucher use (see sidebar, page 50).

On one hand, the higher rates of preschool participation among children today suggest that any positive long - term effects of extending universal public schooling to four - year - olds may be even smaller than those estimated here for kindergarten.

What could account for the differences in the estimated effects of SAT performance and the high - school dropout rates?

The size of this estimated effect is similar to the effect of a larger black population, about 2 percent greater enrollment in charter schools accompanying a one - standard - deviation increase in the fraction of college - educated adults in the state.

One can therefore obtain a rough estimate of the effect of actually attending the first - choice school (as a result of winning the lottery) by doubling the results presented below.

Based on a back - of - the - envelope calculation of the relationship between enrollment and criminal activity in my sample, I estimate that the effects of winning a school lottery on enrollment could potentially explain about 45 percent of the impact on criminal activity in the high school sample, but only about 10 percent in the middle school sample.

Semiparametric lower bound estimates of the variance in teacher quality based entirely on within - school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience.

Estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but the authors found larger effects on mathematics achievement than on reading achievement, and in low socioeconomic status (SES) schools than in high SES schools.

Black males in such schools fare the worst, penalized seven times as harshly as my estimate of the average effect of acting white on all black students!

For this reason, we estimate charter school effects by comparing students who are more likely to attend a charter school because they live closer to one to those less likely to attend a charter school because it is less convenient.

The central problem with estimating peer effects in schools is that families, in a number of ways, can select their children's peers.

We found that although Florida's conversion charters have significantly greater effects on high school graduation than do de novo charters, the impact of non-conversion charters is still sizable (nearly equal to the estimate in Chicago).

In Florida, grade configuration is not a primary driver of the estimated positive effects of charter high schools on attainment.

Meanwhile, estimates of the effect of attending a charter high school on college enrollment are even larger using the restricted sample than with the original sample that includes schools offering both 8th and 9th grade.

In this study we use data from Chicago and Florida to estimate the effects of attending a charter high school on the likelihood that a student will complete high school and attend college.

However, OPPAGA's 2010 report and 2012 revenue estimating conference relied on U.S. Census data and found that their previous estimate of switchers had been too low, since 94.6 % of scholarship - eligible low - income students were attending public schools in the year before the STC program took effect.

By controlling for a wide variety of other characteristics, including the students» own prior performance, our analysis is able to estimate the likely effect of desegregation within the school.

It is first worth noting that the inclusion of the teacher effectiveness measures does little to change the estimated effects of the teacher, school, and district characteristics discussed above.

And it has an even smaller effect on the results for college enrollment, reducing the estimated effect of charter school attendance by only about 10 percent in both locations.

The fact that traditional public schools experienced net gains in performance, despite a slight decrease in average student quality, suggests that our estimates of the effects of charter - school competition may understate the true effect of charters on traditional public schools.

To estimate the effects of charter schools on students in traditional public schools, we use information on each school's distance from the nearest charter school to develop indicators of whether or not the traditional school faces competition from charter schools.

Taking into account the higher rates of student turnover in charter schools reduces the magnitude of the estimated negative effect of charter schools by 29 percent in reading and by 30 percent in math.

In short, the overrepresentation of exiters matters, but it accounts for only a small fraction of the estimated negative effect of charter schools.

I therefore estimate the effect of receiving a fail rating by comparing the May test results for schools inspected very early in the same academic year, the treatment group, with a comparison group of schools inspected after the test is taken in early May but before the results are released in July.

More importantly, they say, the effects persisted when children were aged 11, but add `... the estimated effects of school starting age on other mental health constructs, which have weaker links to subsequent student achievement, are smaller and less persistent.»

Two of these studies succeeded in randomly allocating eligible and willing schools to the Comer program and to control conditions and in producing unbiased estimates of the program's effect.

Applying their estimates of the causal effect of added spending to the actual increases in spending suggests that the average poor - nonpoor gap in school attainment should have been more than closed — which is not even close to what we observe.

If we use standard value - added methods to estimate the effects of attending a charter school for these students, the results do not match well with those of our lottery - based analysis.

The effect of the voucher offer is referred to as an intent - to - treat (ITT) estimate, as offering a voucher to a family is an attempt by SCSF to induce the family to make use of a private school.

The results are based on students who enter charter schools in kindergarten through grade 5, the grades of entry for which we can confidently estimate effects.

To measure the effect on children's test scores of switching to a private school, we estimate a statistical model that takes into account whether a child attended a public or a private school, as well as baseline reading and math test scores.

We can not use the lottery - based method with any confidence to estimate the effect of attending a charter school on students who enter in atypical grades, like grades 6 through 12.

Our analysis confirms that estimates of the effects of attending a charter school that rely on this peculiar group of students differ dramatically from estimates that are representative of students who apply to charter schools.

• Joshua M. Cowen, «School Choice as a Latent Variable: Estimating «Complier Average Causal Effect» of Vouchers in Charlotte,» Policy Studies Journal, May 2008.

We therefore report the estimated effects of a one standard deviation increase in the amount of competition faced by a given public school by each measure.

While it is difficult to disentangle the reasons for this strengthening over time of the program's estimated effects, these findings nonetheless suggest that our first - year results may understate the positive effect of the FTC program on public school performance