Can States Take Over and Turn Around School Districts? Evidence From Lawrence, Massachusetts
Can States Take Over and Turn Around School Districts? Evidence From Lawrence, Massachusetts
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各州可以接管并扭转学区吗？
DOI：
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发表时间：
2016
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影响因子：
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通讯作者：
D. Deming
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作者：
Beth E. Schueler;J. Goodman;D. Deming
《每个学生成功法案》(ESSA)要求各州识别并扭转陷入困境的学校，需要联邦学校改善资金来资助基于证据的政策。大多数关于扭亏为盈的研究集中在个别学校，而对全区扭亏为盈的研究来自相对特殊的环境和干预措施。我们研究了一种在ESSA下可能会变得更加常见的全区范围内的转变，ESSA是一种受问责驱动的州接管马萨诸塞州劳伦斯公立学校(LPS)的做法。一个差异中的差异框架将LP与人口结构相似的不受国家接管的地区进行比较，结果显示，转变的头两年在数学方面取得了可观的成就，在阅读方面取得了小幅增长。我们还发现，没有证据表明这种转变导致了非考试成绩的下滑，也没有证据表明，这对高中生的年级进步有积极影响。在假期期间，密集的小组教学可能会给参与活动的学生带来特别大的成绩增长。
The Every Student Succeeds Act (ESSA) requires states to identify and turn around struggling schools, with federal school improvement money required to fund evidence-based policies. Most research on turnarounds has focused on individual schools, whereas studies of district-wide turnarounds have come from relatively exceptional settings and interventions. We study a district-wide turnaround of a type that may become more common under ESSA, an accountability-driven state takeover of Massachusetts’s Lawrence Public Schools (LPS). A differences-in-differences framework comparing LPS to demographically similar districts not subject to state takeover shows that the turnaround’s first 2 years produced sizable achievement gains in math and modest gains in reading. We also find no evidence that the turnaround resulted in slippage on nontest score outcomes and suggestive evidence of positive effects on grade progression among high school students. Intensive small-group instruction over vacation breaks may have led to particularly large achievement gains for participating students.