Education Finance and Policy最新文献_第8页

Improving Graduation Rates in the Two-to-Four Pathway to Bachelor's Degrees 提高二至四路学士学位毕业率

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-03-30 DOI: 10.1162/edfp_a_00345

Zheng Hua Zhu

引用次数: 1

Can Technology Transform Communication Between Schools, Teachers, and Parents? Evidence from a Randomized Field Trial 科技能改变学校、教师和家长之间的沟通吗?随机现场试验的证据

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-02-25 DOI: 10.1162/edfp_a_00344

M. Kraft, Alexander J. Bolves

引用次数: 1

The Effects of Campus Shootings on School Finance and Student Composition 校园枪击事件对学校财政和学生构成的影响

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-02-25 DOI: 10.1162/edfp_a_00350

L. Yang, M. Gopalan

{"title":"The Effects of Campus Shootings on School Finance and Student Composition","authors":"L. Yang, M. Gopalan","doi":"10.1162/edfp_a_00350","DOIUrl":"https://doi.org/10.1162/edfp_a_00350","url":null,"abstract":"Abstract Between 1999 and 2018, 210 shootings have occurred on public school campuses in the United States. The increased need for security and student support may crowd out instructional resources post-shooting. Shootings may also cause students, especially those from socioeconomically advantaged backgrounds, to move away, leading to declines in enrollment. Both changes in the budget allocation and the student composition could exert a negative impact on achievement. First, we examine the effects of campus shootings on public school districts’ revenue, expenditure, debt, and staffing using a long panel of district-year data. Results from event study and difference-in-differences analyses indicate that shootings increase per-pupil spending by $248, which is funded primarily through increased federal transfers. Most spending increases occur in noninstructional functions, such as pupil support services, and capital projects, but they do not crowd out instructional spending. Using school-level data, we show that shootings are followed by a decline in enrollment, driven almost exclusively by reductions in students who do not receive free or reduced-price lunch. Private schools in the area also experience enrollment drop. In sum, despite the increased intergovernmental transfers, campus shootings reduce the desirability of the community and lead to the exit of relatively well-off families.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"18 1","pages":"277-301"},"PeriodicalIF":2.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44342355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Racial Diversity and Measuring Merit: Evidence from Boston's Exam School Admissions 种族多样性与成绩衡量：来自波士顿考试学校招生的证据

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-02-25 DOI: 10.1162/edfp_a_00343

M. Rucinski, J. Goodman

引用次数: 1

Did Gainful Employment Regulations Result in College and Program Closures? 有酬就业法规导致大学和项目关闭吗?

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-02-11 DOI: 10.1162/edfp_a_00340

Robert Kelchen, Zhuoyao Liu

引用次数: 2

Getting Tough? The Effects of Discretionary Principal Discipline on Student Outcomes 强硬吗?自由裁量性校长纪律对学生成绩的影响

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-02-11 DOI: 10.1162/edfp_a_00341

Lucy C. Sorensen, S. Bushway, E. Gifford

引用次数: 30

Your Pay or Someone Else's? Exploring Salary Dispersion, Position, and Principal Turnover 你的工资还是别人的工资?探讨薪资分散、职位和本金周转

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-02-09 DOI: 10.1162/edfp_a_00338

A. Pendola

引用次数: 4

An Examination of Test Score Trajectories Around School Switching Due to Grade Configuration 对因年级配置而转校的考试成绩轨迹的研究

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-01-19 DOI: 10.1162/edfp_a_00336

R. DiSalvo

引用次数: 0

Is Effective Teacher Evaluation Sustainable? Evidence from District of Columbia Public Schools 有效的教师评价可持续吗?来自哥伦比亚公立学校的证据

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-01-01 DOI: 10.1162/edfp_a_00303

T. Dee, Jessalynn K. James, J. Wyckoff

{"title":"Is Effective Teacher Evaluation Sustainable? Evidence from District of Columbia Public Schools","authors":"T. Dee, Jessalynn K. James, J. Wyckoff","doi":"10.1162/edfp_a_00303","DOIUrl":"https://doi.org/10.1162/edfp_a_00303","url":null,"abstract":"Ten years ago, many policy makers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not be sustainable as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools. We describe the recent changes to IMPACT, which include higher performance standards for lower-performing teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicates that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest that teacher evaluation can provide a sustained mechanism for improving the quality of teaching.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"1 1","pages":"1-34"},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64537569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Principal Evaluation under Elementary and Secondary Every Student Succeeds Act: A Comprehensive Policy Review 中小学“每个学生都成功”法案下的校长评价:综合政策回顾

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2021-01-01 DOI: 10.1162/edfp_a_00332

Morgaen L. Donaldson, Madeline Mavrogordato, Shaun Dougherty, R. Ghanem, Peter A. Youngs

{"title":"Principal Evaluation under Elementary and Secondary Every Student Succeeds Act: A Comprehensive Policy Review","authors":"Morgaen L. Donaldson, Madeline Mavrogordato, Shaun Dougherty, R. Ghanem, Peter A. Youngs","doi":"10.1162/edfp_a_00332","DOIUrl":"https://doi.org/10.1162/edfp_a_00332","url":null,"abstract":"A growing body of research recognizes the critical role of the school principal, demonstrating that school principals’ effects on student outcomes are second only to those of teachers. Yet policy makers have often paid little attention to principals, choosing instead to focus policy reform on teachers. In the last decade, this pattern has shifted somewhat. Federal policies such as Race to the Top (RTTT) and Elementary and Secondary Education Act waivers emphasized principal quality and prompted many states to overhaul principal evaluation as a means to develop principals’ leadership practices and hold them accountable for the performance of their schools. The development and dissemination of principal evaluation policies has proceeded rapidly, however, it is unclear whether focusing on principal evaluation has targeted the most impactful policy lever. In this policy brief, we describe where policy makers have placed their bets in post-RTTT principal evaluation systems and comment on the wisdom of these wagers. We describe the degree to which principal evaluation components, processes, and consequences vary across the fifty states and the District of Columbia, and review evidence on which aspects of principal evaluation policies are most likely to improve principals’ practice and hold them accountable.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"1 1","pages":"1-15"},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64537631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6