学区整合对学生成绩的影响:来自阿肯色州的证据

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2022-11-21 DOI:10.3102/01623737221133394

Josh B. McGee, Jonathan N. Mills, Jessica S. Goldstein

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引用次数: 2

摘要

学区合并是上个世纪最广泛的教育改革之一，但令人惊讶的是，很少有研究直接调查其有效性。为了检验合并对学生成绩的影响，本研究利用了一项政策，该政策要求阿肯色州所有连续两年招生人数少于350人的学区合并。使用回归不连续模型，我们发现巩固对学生在数学和英语语言艺术（ELA）方面的成绩有零或小的积极影响。我们没有发现证据表明，阿肯色州的整合通过降低总体成本或允许在课堂上花费更大份额的资源，产生了积极的规模经济。

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The Effect of School District Consolidation on Student Achievement: Evidence From Arkansas

School district consolidation is one of the most widespread education reforms of the last century, but surprisingly little research has directly investigated its effectiveness. To examine the impact of consolidation on student achievement, this study takes advantage of a policy that requires the consolidation of all Arkansas school districts with enrollment of fewer than 350 students for two consecutive school years. Using a regression discontinuity model, we find that consolidation has either null or small positive impacts on student achievement in math and English Language Arts (ELA). We do not find evidence that consolidation in Arkansas results in positive economies of scale, either by reducing overall cost or by allowing for a greater share of resources to be spent in the classroom.

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.