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Standards, accountability, assessment, and curriculum
Numerous high-profile efforts have sought to “turn around” low-performing schools. Evidence on the effectiveness of school turnarounds, however, is mixed, and research offers little guidance on which models are more likely to succeed. We present a mixed-methods case study of turnaround efforts led by the Blueprint Schools Network in three schools in Boston. Using a difference-in-differences framework, we find that Blueprint raised student achievement in ELA by at least a quarter of a standard deviation, with suggestive evidence of comparably large effects in math. We document qualitatively how differential impacts across the three Blueprint schools relate to contextual and implementation factors. In particular, Blueprint’s role as a turnaround partner (in two schools) versus school operator (in one school) shaped its ability to implement its model. As a partner, Blueprint provided expertise and guidance but had limited ability to fully implement its model. In its role as an operator, Blueprint had full authority to implement its turnaround model, but was also responsible for managing the day-to-day operations of the school, a role for which it had limited prior experience.
After increasing in the 1970s and 1980s, time to bachelor’s degree has declined since the 1990s. We document this fact using data from three nationally representative surveys. We show that this pattern is occurring across school types and for all student types. Using administrative student records from 11 large universities, we confirm the finding and show that it is robust to alternative sample definitions. We discuss what might explain the decline in time to bachelor’s degree by considering trends in student preparation, state funding, student enrollment, study time, and student employment during college.
Despite calls for more evidence regarding the effectiveness of teacher education practices, causal research in the field remains rare. One reason is that we lack designs and measurement approaches that appropriately meet the challenges of causal inference in the context of teacher education programs. This article provides a framework for how to fill this gap. We first outline the difficulties of doing causal research in teacher education. We then describe a set of replicable practices for developing measures of key teaching outcomes, and propose causal research designs suited to the needs of the field. Finally, we identify community-wide initiatives that are necessary to advance effectiveness research in teacher education at scale.
Test-based accountability pressures have been shown to result in transferring less effective teachers into untested early grades and more effective teachers to tested grades. In this paper, we evaluate whether a state initiative to turnaround its lowest performing schools reproduced a similar pattern of assigning teachers and unintended, negative effects on the outcomes of younger students in untested grades. Using a sharp regression discontinuity design, we find consistent evidence of increased chronic absenteeism and grade retention in the first year. Also, the findings suggest negative effects on early literacy and reading comprehension in the first year of the reform that rebounded somewhat in the second year. Schools labeled low performing reassigned low effectiveness teachers from tested grades into untested early grades, though these assignment practices were no more prevalent in reform than control schools. Our results suggest that accountability-driven school reform can yield negative consequences for younger students that may undermine the success and sustainability of school turnaround efforts.
This study investigates the influence of principal tenure on the retention rates of the teachers they hire over time. We analyzed the hiring practices and teacher retention rates of 11,717 Texas principals from 1999 to 2017 employing both individual and year fixed effects. Main findings indicate that a principal who stays in the same school for at least three years begins to hire teachers who stay to both three- and five-year benchmarks at increasingly higher rates. However, the average Texas principal leaves a school after four years and while we do find small positive gains in the initial retention rates of teachers at the next school, the majority of principal improvement in teacher retention does not appear to be portable.
To evaluate how Advanced Placement courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in 23 schools that had not previously offered the course. We find no substantial AP course effects on students’ plans to enroll in college or on their college entrance exam scores. Yet AP course-takers enroll in less selective colleges than their control group counterparts. Negative treatment effects on college selectivity appear to be driven more by low student preparation than teacher inexperience and by students’ matriculation decisions rather than institutional admissions decisions.
For nearly three decades, policy-makers and researchers in the United States have promoted more intellectually rigorous standards for mathematics teaching and learning. Yet, to date, we have limited descriptive evidence on the extent to which reform-oriented instruction has been enacted at scale.
The purpose of the study is to examine the prevalence of reform-aligned mathematics instructional practices in five U.S. school districts. We also seek to describe the range of instruction students experience by presenting case studies of teachers at high, medium and low levels of reform alignment.
We draw on 1,735 video-recorded lessons from 329 elementary teachers in these five U.S. urban districts.
We present descriptive analyses of lesson scores on a mathematics-focused classroom observation instrument. We also draw upon interviews with district personnel, rater-written lesson summaries, and lesson video in order to develop case studies of instructional practice.
We find that teachers in our sample do use reform-aligned instructional practices, but that they do so within the confines of traditional lesson formats. We also find that the implementation of these instructional practices varies in quality. Furthermore, the prevalence and strength of these practices corresponds to the coherence of district efforts at instructional reform.
Our findings suggest that unlike other studies in which reform-oriented instruction rarely occurred (e.g. Kane & Staiger, 2012), reform practices do appear to some degree in study classrooms. In addition, our analyses suggest that implementation of these reform practices corresponds to the strength and coherence of district efforts to change instruction.
Credit recovery (CR) refers to online courses that high school students take after previously failing the course. Many have suggested that CR courses are helping students to graduate from high school without corresponding increases in academic skills. This study analyzes administrative data from the state of North Carolina to evaluate these claims using full data from public and private CR providers. Findings indicate that students who fail courses and enroll in CR have lower test scores of up to two tenths of a standard deviation and are about seven percent more likely to graduate high school on time than students who repeat courses traditionally. Test score differences are particularly large for Biology compared to Math I and English II. Hispanic and economically disadvantaged CR students are more likely to graduate high school than their peers.
State testing programs regularly release previously administered test items to the public. We provide an open-source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable estimation of student score distributions and achievement levels. We discuss how educators can use resulting scores to estimate achievement distributions at the classroom and school level. We emphasize that any use of such tests should be tertiary, with no stakes for students, educators, and schools, particularly in the context of a crisis like the COVID-19 pandemic. These tests and their results should also be lower in priority than assessments of physical, mental, and social–emotional health, and lower in priority than classroom and district assessments that may already be in place. We encourage state testing programs to release all the ingredients for this recipe to support low-stakes, aggregate-level assessments. This is particularly urgent during a crisis where scores may be declining and gaps increasing at unknown rates.
A recent literature provides new evidence that school resources are important for student outcomes. In this paper, we show that school finance reform-induced increases in student performance are driven by those states that had test-based accountability policies in place at the time. By incentivizing school improvement, accountability systems (such as the federal No Child Left Behind act) may raise the efficiency with which additional school funding gets spent. Our empirical approach leverages the timing of school finance reforms to compare funding impacts on student test scores between states that had accountability in place at the time of the reform with states that did not. The results indicate that finance reforms are three times more productive in low-income school districts when also accompanied by test-based accountability. These findings shed new light on the role of accountability incentives in education production and the mechanisms supporting the effectiveness of school resources.