Beth E Schueler
Biographic Data
| ID | 377598 |
|---|---|
| NAME | Beth E Schueler |
| GIVEN NAMES | Beth E |
| FAMILY NAME | Schueler |
| SIGNATURE | SCHUELER B E |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0002-6267-0793 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 83 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
What Impacts Should We Expect From Tutoring at Scale? Exploring Meta-Analytic Generalizability
U.S. public schools engaged in an unprecedented effort to expand tutoring in the wake of the COVID-19 pandemic. Broad-based support for scaling tutoring emerged, in part, because of the large effects on student achievement found in prior meta-analyses. We conduct an expanded meta-analysis of 263 randomized controlled trials and explore how estimates change when we better align our sample with a policy-relevant target of inference: large-scale tut…
The Impact of School District Turnaround on Postsecondary Outcomes: Evidence From Lawrence, Massachusetts
Limited research examines the impact of accountability interventions on outcomes beyond test-based measures of short-term academic achievement. We examine the effects of the 2012 state takeover and district-wide turnaround of Massachusetts’s Lawrence Public Schools—a district serving a majority-low-income, majority-Hispanic student population—on high school and postsecondary outcomes using statewide, student-level data covering 2005–2006 to 2019–…
Can States Sustain and Replicate School District Improvement? Evidence from Massachusetts on Multilevel Governance
Limited scholarship has examined school districtwide turnaround reforms beyond the first few years of implementation or efforts to replicate successes in new contexts. We studied Massachusetts, home to a state takeover of the Lawrence school district that led to academic gains in early reform years and where state leaders attempted to replicate this success in three additional communities. We used statewide student-level data (2006–7 to 2018–19) …
The Politics of Pandemic School Operations for Reopening and Beyond: Evidence from Virginia
Post-COVID-19, is education losing its special status as a policy domain more insulated from partisan politics than other policy areas? Indeed, a community's political makeup influenced its schools’ pandemic learning modality, but did it predict other aspects of educational operations? We studied the role of Republican vote share, race, markets, and public health in predicting a range of operations—from modality to family engagement, to social-em…
Centralization and Long-Term System Performance: Evidence From State Takeovers of School Districts
Does centralization affect the performance of public institutions in the long run? Can states more successfully improve struggling bureaucracies than local governments? This paper explores these questions in the context of educational governance with a focus on state takeovers of school districts in the U.S.—a shift away from the traditional school board governance arrangement toward more centralized decision-making at the state level. In recent …
Assessors influence results: Evidence on enumerator effects and educational impact evaluations
Can learning be measured by phone? Evidence from Kenya
Federalism, Race, and the Politics of Turnaround: U.S. Public Opinion on Improving Low-Performing Schools and Districts
Public support for school improvement policies can increase the success and durability of those reforms. However, little is known about public views on turnaround. We capitalize on a nationally representative 2017 survey ( N = 4,214) to uncover opinions regarding which level of government should lead on turnaround and state takeover of troubled districts. We find controversy surrounding state intervention into low-performing schools is not driven…
Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies
The public narrative surrounding efforts to improve low-performing K–12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of post–No Child Left Behind Act turnaround policies. On average, policies had moderate positive effects …
Evaluating Education Governance: Does State Takeover of School Districts Affect Student Achievement
Local school boards have primary authority for running educational systems in the U.S., but little is known empirically about the merits of this arrangement. State takeovers of struggling districts represent a rare alternative form of educational governance and have become an increasingly common response to low performance. However, limited research explores whether this effectively improves student outcomes. We track all takeovers nationwide fro…
School District Reform in Newark: Within- and Between-School Changes in Achievement Growth
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 achieveme…
Assessing Parent Perceptions of School Fit: The Development and Measurement Qualities of a Survey Scale
Students whose school environment fits their developmental needs also typically experience academic success and increased motivation. Most investigations of school fit, which focus on teachers’ and students’ perceptions, have found a general decline in fit across the transition from elementary to middle school. However, little research has examined the school-child fit from the parent perspective. In this article, we first detail the development …
Sticker Shock: How Information Affects Citizen Support for Public School Funding
This study examines the role of information in shaping public opinion in the context of support for education spending. While there is broad public support for increasing government funding for public schools, Americans tend to underestimate what is currently spent. We embed a series of experiments in a nationally representative survey administered in 2012 (n = 2,993) to examine whether informing citizens about current levels of education spendin…
Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century
Do schools reduce or perpetuate inequality by race and family income? Most studies conclude that schools play only a small role in explaining socioeconomic and racial disparities in educational outcomes, but they usually draw this conclusion based solely on test scores. We reconsider this finding using longitudinal data on test scores and four-year college attendance among high school students in Massachusetts and Texas. We show that unexplained …
Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century
Do schools reduce or perpetuate inequality by race and family income? Most studies conclude that schools play only a small role in explaining socioeconomic and racial disparities in educational outcomes, but they usually draw this conclusion based solely on test scores. We reconsider this finding using longitudinal data on test scores and four-year college attendance among high school students in Massachusetts and Texas. We show that unexplained …
Sticker Shock: How Information Affects Citizen Support for Public School Funding
This study examines the role of information in shaping public opinion in the context of support for education spending. While there is broad public support for increasing government funding for public schools, Americans tend to underestimate what is currently spent. We embed a series of experiments in a nationally representative survey administered in 2012 (n = 2,993) to examine whether informing citizens about current levels of education spendin…
Evaluating Education Governance: Does State Takeover of School Districts Affect Student Achievement
Local school boards have primary authority for running educational systems in the U.S., but little is known empirically about the merits of this arrangement. State takeovers of struggling districts represent a rare alternative form of educational governance and have become an increasingly common response to low performance. However, limited research explores whether this effectively improves student outcomes. We track all takeovers nationwide fro…
Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies
The public narrative surrounding efforts to improve low-performing K–12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of post–No Child Left Behind Act turnaround policies. On average, policies had moderate positive effects …
School District Reform in Newark: Within- and Between-School Changes in Achievement Growth
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 achieveme…
Centralization and Long-Term System Performance: Evidence From State Takeovers of School Districts
Does centralization affect the performance of public institutions in the long run? Can states more successfully improve struggling bureaucracies than local governments? This paper explores these questions in the context of educational governance with a focus on state takeovers of school districts in the U.S.—a shift away from the traditional school board governance arrangement toward more centralized decision-making at the state level. In recent …
Federalism, Race, and the Politics of Turnaround: U.S. Public Opinion on Improving Low-Performing Schools and Districts
Public support for school improvement policies can increase the success and durability of those reforms. However, little is known about public views on turnaround. We capitalize on a nationally representative 2017 survey ( N = 4,214) to uncover opinions regarding which level of government should lead on turnaround and state takeover of troubled districts. We find controversy surrounding state intervention into low-performing schools is not driven…
Assessors influence results: Evidence on enumerator effects and educational impact evaluations
Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century
Do schools reduce or perpetuate inequality by race and family income? Most studies conclude that schools play only a small role in explaining socioeconomic and racial disparities in educational outcomes, but they usually draw this conclusion based solely on test scores. We reconsider this finding using longitudinal data on test scores and four-year college attendance among high school students in Massachusetts and Texas. We show that unexplained …
Assessing Parent Perceptions of School Fit: The Development and Measurement Qualities of a Survey Scale
Students whose school environment fits their developmental needs also typically experience academic success and increased motivation. Most investigations of school fit, which focus on teachers’ and students’ perceptions, have found a general decline in fit across the transition from elementary to middle school. However, little research has examined the school-child fit from the parent perspective. In this article, we first detail the development …
Sticker Shock: How Information Affects Citizen Support for Public School Funding
This study examines the role of information in shaping public opinion in the context of support for education spending. While there is broad public support for increasing government funding for public schools, Americans tend to underestimate what is currently spent. We embed a series of experiments in a nationally representative survey administered in 2012 (n = 2,993) to examine whether informing citizens about current levels of education spendin…
School District Reform in Newark: Within- and Between-School Changes in Achievement Growth
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 achieveme…
Evaluating Education Governance: Does State Takeover of School Districts Affect Student Achievement
Local school boards have primary authority for running educational systems in the U.S., but little is known empirically about the merits of this arrangement. State takeovers of struggling districts represent a rare alternative form of educational governance and have become an increasingly common response to low performance. However, limited research explores whether this effectively improves student outcomes. We track all takeovers nationwide fro…
Can learning be measured by phone? Evidence from Kenya
Federalism, Race, and the Politics of Turnaround: U.S. Public Opinion on Improving Low-Performing Schools and Districts
Public support for school improvement policies can increase the success and durability of those reforms. However, little is known about public views on turnaround. We capitalize on a nationally representative 2017 survey ( N = 4,214) to uncover opinions regarding which level of government should lead on turnaround and state takeover of troubled districts. We find controversy surrounding state intervention into low-performing schools is not driven…
Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies
The public narrative surrounding efforts to improve low-performing K–12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of post–No Child Left Behind Act turnaround policies. On average, policies had moderate positive effects …
Assessors influence results: Evidence on enumerator effects and educational impact evaluations
The Impact of School District Turnaround on Postsecondary Outcomes: Evidence From Lawrence, Massachusetts
Limited research examines the impact of accountability interventions on outcomes beyond test-based measures of short-term academic achievement. We examine the effects of the 2012 state takeover and district-wide turnaround of Massachusetts’s Lawrence Public Schools—a district serving a majority-low-income, majority-Hispanic student population—on high school and postsecondary outcomes using statewide, student-level data covering 2005–2006 to 2019–…
Can States Sustain and Replicate School District Improvement? Evidence from Massachusetts on Multilevel Governance
Limited scholarship has examined school districtwide turnaround reforms beyond the first few years of implementation or efforts to replicate successes in new contexts. We studied Massachusetts, home to a state takeover of the Lawrence school district that led to academic gains in early reform years and where state leaders attempted to replicate this success in three additional communities. We used statewide student-level data (2006–7 to 2018–19) …
The Politics of Pandemic School Operations for Reopening and Beyond: Evidence from Virginia
Post-COVID-19, is education losing its special status as a policy domain more insulated from partisan politics than other policy areas? Indeed, a community's political makeup influenced its schools’ pandemic learning modality, but did it predict other aspects of educational operations? We studied the role of Republican vote share, race, markets, and public health in predicting a range of operations—from modality to family engagement, to social-em…
Centralization and Long-Term System Performance: Evidence From State Takeovers of School Districts
Does centralization affect the performance of public institutions in the long run? Can states more successfully improve struggling bureaucracies than local governments? This paper explores these questions in the context of educational governance with a focus on state takeovers of school districts in the U.S.—a shift away from the traditional school board governance arrangement toward more centralized decision-making at the state level. In recent …
What Impacts Should We Expect From Tutoring at Scale? Exploring Meta-Analytic Generalizability
U.S. public schools engaged in an unprecedented effort to expand tutoring in the wake of the COVID-19 pandemic. Broad-based support for scaling tutoring emerged, in part, because of the large effects on student achievement found in prior meta-analyses. We conduct an expanded meta-analysis of 263 randomized controlled trials and explore how estimates change when we better align our sample with a policy-relevant target of inference: large-scale tut…
School Choice and Performance (10 works) · Psychology (8 works) · Educational Assessment and Improvement (7 works) · Academic achievement (5 works) · Political science (5 works) · Law (4 works) · Medicine (4 works) · Sociology (4 works) · State (computer science (4 works) · Business (3 works)