Management and Student Achievement: Evidence from a Randomized Field Experiment
Management and Student Achievement: Evidence from a Randomized Field Experiment
复制标题
管理和学生成绩：随机现场实验的证据
DOI：
--
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Roland G. Fryer
中科院分区：
文献类型：
--
作者：
Roland G. Fryer
本研究采用学校层面的随机实地实验，考察了德克萨斯州休斯顿市传统公立学校校长实施管理培训对学生成绩的影响。在两年的时间里，校长们接受了300小时的课程规划、数据驱动教学、教师观察和辅导培训。研究结果显示，提供管理培训的校长显着增加学生的成绩在所有科目的第一年，并在第二年的影响不显着。我们认为，在第二年的结果是由主要营业额，再加上培训的累积性质。学校的校长谁是预测留在他们的位置，在这两年的实验表现出大的治疗效果-特别是那些校长谁也预测实施培训与高保真度-而那些校长预测离开有统计学意义上的影响，在每一年的治疗。
This study examines the impact on student achievement of implementing management training for principals in traditional public schools in Houston, Texas, using a school-level randomized field experiment. Across two years, principals were provided 300 hours of training on lesson planning, data-driven instruction, and teacher observation and coaching. The findings show that offering management training to principals significantly increases student achievement in all subjects in year one and has an insignificant effect in year two. We argue that the results in year two are driven by principal turnover, coupled with the cumulative nature of the training. Schools with principals who are predicted to remain in their positions for both years of the experiment demonstrate large treatment effects in both years – particularly those with principals who are also predicted to implement the training with high fidelity – while those with principals that are predicted to leave have statistically insignificant effects in each year of treatment.
管理对组织绩效的行政和调查措施的影响
影响因子：
4.9
作者：
Andrews R
通讯作者：
Andrews R
DOI：
--
发表时间：
2015
期刊：
--
影响因子：
--
作者：
Raj Chetty;Nathaniel Hendren;Lawrence Katz
通讯作者：
Raj Chetty;Nathaniel Hendren;Lawrence Katz