Does whole-school reform boost student performance? The case of New York City
成果类型：
Article
署名作者：
Bifulco, R; Duncombe, W; Yinger, J
署名单位：
University of Connecticut; Syracuse University
刊物名称：
JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
ISSN/ISSBN：
1520-6856
DOI：
10.1002/pam.20069
发表日期：
2005
页码：
47-72
关键词：
摘要：
Thousands of schools around the country have implemented whole-school reform programs to boost student performance. This paper uses quasi-experimental methods to estimate the impact of whole-school reform on students' reading performance in New York City, where various reform programs were adopted in dozens of troubled elementary schools in the mid-1990s. This paper complements studies based on random assignment by examining a broad-based reform effort and explicitly accounting for implementation quality. Two popular reform programs-the School Development Program and Success for All-were not found to significantly increase reading scores but might have been if they had been fully implemented. The More Effective Schools program was found to boost reading scores, but this effect seems to disappear when the program trainers leave the school. (C) 2005 by the Association for Public Policy Analysis and Management.
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