Details

Subject(s)

• School improvement programs [Browse]
• Teachers—Selection and appointment [Browse]
• School administrators—Selection and appointment [Browse]

Series

Working paper series (National Bureau of Economic Research) ; Number 17990. [More in this series]

Summary note

The American Recovery and Reinvestment Act of 2009 (ARRA) targeted substantial School Improvement Grants (SIGs) to the nation's "persistently lowest achieving" public schools (i.e., up to $2 million per school annually over 3 years) but required schools accepting these awards to implement a federally prescribed school-reform model. Schools that met the "lowest-achieving" and "lack of progress" thresholds within their state had prioritized eligibility for these SIG-funded interventions. Using data from California, this study leverages these two discontinuous eligibility rules to identify the effects of SIG-funded whole-school reforms. The results based on these "fuzzy" regression-discontinuity designs indicate that there were significant improvements in the test-based performance of schools on the "lowest-achieving" margin but not among schools on the "lack of progress" margin. Complementary panel-based estimates suggest that these improvements were largely concentrated among schools adopting the federal "turnaround" model, which compels more dramatic staff turnover.

Source of description

Description based on publisher supplied metadata and other sources.

Statement on responsible collection description

Princeton University Library aims to describe library materials in a manner that is respectful to the individuals and communities who create, use, and are represented in the collections we manage. Read more...