Getting Beneath the Veil of Effective Schools: Evidence From New York City

• 成果类型: Article
• 署名作者: Dobbie, Will; Fryer, Roland G., Jr.
• 署名单位: Princeton University; Harvard University; National Bureau of Economic Research
• 刊物名称: AMERICAN ECONOMIC JOURNAL-APPLIED ECONOMICS
• ISSN/ISSBN: 1945-7782
• DOI: 10.1257/app.5.4.28
• 发表日期: 2013
• 页码: 28-60
• 关键词: public-schools; student performance; achievement; COMPETITION

摘要

In this paper, we collect data on the inner-workings of 39 charter schools and correlate these data with school effectiveness. We find that traditionally collected input measures-class size, per-pupil expenditure, teacher certification, and teacher training-are not correlated with school effectiveness. In stark contrast, we show that an index of five policies suggested by qualitative research-frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations-explains approximately 45 percent of the variation in school effectiveness. The same index provides similar results in a separate sample of charter schools.