School District Reform in Newark

Within- and Between-School Changes in Achievement Growth

Dados Bibliográficos

ID4875781
AutoresMark 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, autor correspondente)
Ano2019
Volume72
Fascículo2
Páginas323-354
Data de publicação2019-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoIndustrial and Labor Relations Review (JOURNAL)
Identificadores do periódicoISSN: 0019-7939 • E-ISSN: 2162-271X
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0019793918774318
OpenAlexW3022233875
IdiomaEN
Citações recebidas6
Referências citadas20

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