School District Reform in Newark

Within- and Between-School Changes in Achievement Growth

Bibliographic Data

ID4875781
AuthorsMark Chin (0000-0002-0136-2068, Harvard University Press), Thomas J Kane (0009-0008-1297-5426, Harvard University Press), Whitney Kozakowski (Harvard University Press), Beth E Schueler (0000-0002-6267-0793, Harvard University Press), Douglas O Staiger (0009-0005-4711-2629, Harvard University Press, corresponding author)
Year2019
Volume72
Issue2
Pages323-354
Publication date2019-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueIndustrial and Labor Relations Review (JOURNAL)
Journal identifiersISSN: 0019-7939 • E-ISSN: 2162-271X
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0019793918774318
OpenAlexW3022233875
LanguageEN
Citations received6
References cited20

In the 2011-12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008-09 through 2015-16, the authors evaluate the change in Newark students' achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a "value-added" model, controlling for prior achievement, demographics, and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English language arts (ELA) achievement growth and no significant change in math achievement growth. Perhaps because of the disruptive nature of the reforms, growth declined initially before rebounding in later years. Much of the improvement was attributed to shifting enrollment from lower- to higher-growth district and charter schools

Academic achievement · Charter · Demographics · Mathematics education · Political science · School district · Sociology · Student achievement · Demography · Educational Assessment and Improvement · Law · Parental Involvement in Education · Psychology · School Choice and Performance