共查询到20条相似文献，搜索用时 31 毫秒
1.
Local school districts often stagger daily start times for their schools in order to reduce busing costs. This paper uses data on all middle school students in Wake County, NC from 1999 to 2006 to identify the causal effect of daily start times on academic performance. Using variation in start times within schools over time, the effect is a two percentile point gain in math test scores – roughly fourteen percent of the black–white test score gap. I find similar results for reading scores and using variation in start times across schools. The effect is stronger for students in the lower end of the distribution of test scores. I find evidence supporting increased sleep as a mechanism through which start times affect test scores. Later start times compare favorably on cost grounds to other education interventions which result in similar test score gains. 相似文献
2.
Angela K. Dills Hillary N. Morgan Kurt W. Rotthoff 《Economics of Education Review》2011,30(5):889-900
Today's children experience a decreased amount of time at recess and fewer physical education (PE) classes throughout the school day. Breaks for physical activity limit class time for academics, potentially reducing learning. However, breaks may improve alertness and achievement. Using the Early Childhood Longitudinal Survey Kindergarten Class of 1998-1999, we evaluate how recess and PE in elementary school influence children's learning. We find no statistically significant or economically significant impacts of weekly recess or PE time on student learning for kindergarteners through fifth graders. For example, in kindergarten, adding an hour a week of recess reduces the average test score gain in reading by a statistically insignificant 0.01 standard deviations. An additional 49 min per week of PE in kindergarten improves reading test score gains by a statistically insignificant 0.05 standard deviations. We find no statistical difference in the male and female students’ response to recess and PE. Evidence suggests that recess and PE do not harm student outcomes. 相似文献
3.
I use unusually detailed data on schools, teachers and classrooms to explain student achievement growth in rural Guatemala. Several variables that have received little attention in previous studies – including the number of school days, teacher content knowledge and pedagogical methods – are robust predictors of achievement. A series of decompositions by student ethnicity and type of school shed some additional light on important questions in the Guatemalan context, and beyond. The large indigenous test score gap is not explained by differences in an extensive list of observable features of schools. The large effect for community characteristics suggests peer group effects or more general institutional differences related to services or labor markets. PRONADE community schools are associated with moderate gains vis-à-vis public schools in areas related to utilization of capacity, such as days worked. But these gains are largely offset by lower teacher capacity, which highlights the challenge of improving school quality in poor, rural areas. 相似文献
4.
This paper examines the effect of peer turnover on academic achievement using random variation in classroom composition induced by Tennessee's Student Teacher Achievement Ratio (STAR) experiment. In central city school districts, I find that first graders benefit from greater peer turnover. Conversely, turnover is found to have a negative effect on young students in schools outside of central city districts. These results are consistent with a model of classroom learning in which the educational returns to having a stronger social network depend on neighborhood context. They suggest that a richer understanding of peer continuity effects is essential for designing optimal classroom assignment policies. 相似文献
5.
The literature on the effects of primary school size on learning achievement in sub-Saharan Africa is rather limited. To address this gap, we examine the causal relationship between primary school size and learning achievement of two cohorts of students, followed with collection of three rounds of data in Senegal. These two cohorts attended grades 2 and 4 at the beginning of the 2009–2010 school year. We implement an empirical strategy that hinges on value-added models estimated with a doubly robust approach; we find that fourth/fifth graders (and not second/third graders) attending mid-sized schools perform significantly better than their counterparts attending smaller or larger schools. These results are robust to a number of sensitivity analyses. The potential mechanisms through which school size operates include student’s gender, family socioeconomic status, class size and the urban/rural location of the schools. Importantly, we suggest optimal sizes of primary schools for both policymakers and parents. These optimal sizes are contingent upon schools’ urban or rural location. 相似文献
6.
Marie-Christine Opdenakker Jan Van Damme 《School Effectiveness & School Improvement》2013,24(2):165-196
In this article, effects of schools, teaching staff and classes on achievement and on the well-being of pupils at the end of their first grade in secondary education in Belgium are explored by means of multilevel analysis. Our study affirms that the relative influence of classes and schools on achievement is much higher than on well-being. We find that schools and classes have main and interaction effects on both outcomes. However, the interaction effects on well-being are limited to a few class-pupil interactions. Our results indicate that achievement and well-being can be considered as two different, distinctive school and class outcomes and that the school characteristics investigated act differently on these outcomes. Some school characteristics are always effective independent of the outcome criterium, while the effectiveness of other school characteristics depends on the criterium considered. 相似文献
7.
This paper uses student level data from New York City to study the relationship between a public school losing enrollment to charter school competitors and the academic achievement of students who remain enrolled in it. Geographic measures most often used to study the effect of school choice policies on public school student achievement are not well suited for densely populated urban environments. I adopt a direct approach and measure charter school exposure as the percentage of a public school's students who exited for a charter school at the end of the previous year. Depending on model specification, I find evidence that students in schools losing more students to charter schools either are unaffected by the competitive pressures of the choice option or benefit mildly in both math and English. 相似文献
8.
This paper draws on data and experiences observing and analyzing school lotteries from the National Evaluation of Charter School Impacts (Gleason et al., 2010) to describe the challenges associated with lottery-based research. In that study, covering 36 charter middle schools in 15 states, we found that charter schools did not affect student achievement or behavior on average, although there was substantial variation across schools. In this paper, we discuss the prevalence of oversubscribed charter schools at the time the study was conducted (the 2005–2006 and 2006–2007 school years), which was lower than commonly reported. We then describe how the sample of schools that participated in the study compared to all other charter middle schools nationwide, to provide some insight into the generalizabilty of findings from lottery-based studies. In general, oversubscribed charter schools were more likely to be located in urban areas and serve a higher-achieving population of students than those without excess demand. We also describe common features of school lotteries and waitlists, and examine implications of these features for a school's ability to support a lottery-based study. Finally, we summarize lessons learned for conducting lottery-based research on charter schools, drawing on our observations of the schools’ lotteries and analysis of the data from these lotteries. 相似文献
9.
This paper estimates the impact of the Michigan school finance reform, Proposal A, on education inputs and test scores. Using a difference-in-difference estimation strategy, I find that school districts in Michigan used the increase in educational spending generated through Proposal A to increase teacher salaries and reduce class size to a smaller extent. Then, using the foundation allowance created by Proposal A as an instrument, I estimate the causal effect of increased spending on 4th and 7th grade math scores for two test measures – a scaled score and a percent satisfactory measure – and find positive effects of increased spending on 4th grade test scores. A 60% increase in spending increases the percent satisfactory score by one standard deviation. The positive impact of expenditures on test performance seems largely due to higher teacher salaries. 相似文献
10.
Two studies examined the relationship between preschool experiences and the early academic achievement of rural Chinese children. In both Study 1 (n = 165) and Study 2 (n = 205), the school preparedness, and the literacy and mathematics attainment of first graders with different preschool experiences (kindergarten, separate pre-primary class, “sitting-in” a Grade 1 class, no preschool experience) were assessed. In Study 1, educational attainment was evaluated using end-of-semester examinations designed by local educational authorities; whereas in Study 2, better-constructed and identical tests were administered at the beginning and end of the academic year. Further, in Study 2, the different types of preschool programs attended by participating children were directly observed. Findings from both studies showed that children with developmentally appropriate preschool experiences (kindergartens or separate pre-primary classes) had higher school readiness scores than other children. Results from Study 2 also indicated that (i) disparities in children's school attainment were associated with the type of their preschool experience; and (ii) children from the developmentally appropriate kindergarten program showed higher mathematics and literacy achievement at the end of Grade 1 than children who merely “sat in” Grade 1 classes or had no preschool experience. Implications of the findings for the scaling up of preschool services in rural China are discussed. 相似文献
11.
Argys, L.M., Rees, D.I., Averett S.L., & Witoonchart, B. (2006). Birth order and risky adolescent behavior. Economic Inquiry, 44(2), 215–233 demonstrated that a strong link exists between birth order and adolescent risky behavior. Using data on 10th graders from the National Education Longitudinal Study of 1988, we extend the work of Argys et al. by examining the relationship between birth order and participation in school sports and other extracurricular activities. Our results suggest that having an older sibling is associated with an increased probability that males played baseball and football, were members of the school swim team, and participated in cheerleading. Female 10th graders with older siblings were less likely to engage in a variety of extracurricular activities including school band, community service, and yearbook. These results provide additional evidence that birth order is related to adolescent behavior. 相似文献
12.
Many school accountability programs are built on the premise that the sanctions attached to failure will produce higher future student achievement. Furthermore, such programs often include subgroup achievement rules that attempt to hold schools accountable for the performance of all demographic classes of students. This paper looks at two issues: the degree to which such rules increase the likelihood of school failure, and the effect of failure to meet a performance standard on subsequent student achievement. Using data from California's state accountability program, I find that subgroup rules lead to otherwise similar schools having different probabilities of failure. I also find that subgroup induced failure leads to lower future student achievement under both the state's system and its’ implementation of No Child Left Behind. This implies that small demographic differences play a large role in how schools are judged and how they perform under current accountability systems. 相似文献
13.
Jillian L. Wendt Amanda Rockinson-Szapkiw Megan Cordes 《The Journal of educational research》2018,111(6):666-677
The authors of this exploratory study examine the influence of the Georgia science, technology, engineering, and mathematics (STEM) model; gender; race; and other achievement on elementary students’ science outcomes in Title I schools. Results of the study demonstrate that a positive relationship exists between students participating in a STEM-certified school and science achievement at the third-grade level (n = 339), and that race, gender, and mathematics and reading achievement did not significantly explain science achievement. At the Grade 5 level (n = 279), a negative relationship was found between science achievement and type of school, with students participating in STEM schools scoring lower than those students participating in non-STEM schools. Moreover, in Grade 5, the combination of demographic variables, race and gender, did significantly explain science achievement. The practical and empirical implications of the results are discussed. 相似文献
14.
Because classroom size reduction (CSR) and standards based testing were implemented at the same time in California during the mid-1990s, it is difficult to isolate the effects of classroom size on outcomes from the effects of curriculum changes. As a result, the main comparison in this paper is very specific – the effect of reduced sized kindergarten classrooms on test performance in second grade. The main result of the paper is that the effect of classroom size reduction is small, especially when compared to the other determinants of student achievement at the second grade level. There is a very small effect of classroom size reduction on student achievement in reading and math, and no effect in language and spelling. Of the two offsetting effects of CSR controlling for spending – the direct effect of smaller classes and the indirect effect on teacher quality, the class-size effect is larger. Over time, the negative effect on teacher quality is reduced as new teachers gain experience and credentials. 相似文献
15.
BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school. 相似文献
16.
We use a novel quasi-experimental strategy to estimate the effect of expanding early schooling enrollment possibilities on early achievement. It exploits two features of the school system in The Netherlands. The first is rolling admissions; children are allowed to start school immediately after their 4th birthday instead of at the beginning of the school year. The second is that children having their birthday before, during and after the summer holiday are placed in the same class. These features generate sufficient exogenous variation in children’s enrollment opportunities to identify its effects on test scores. Making available one additional month of time in school increases language scores of disadvantaged pupils by 6 percent of a standard deviation and their math scores by 5 percent of a standard deviation. For non-disadvantaged pupils we find no effect. 相似文献
17.
Santiago Cueto Gabriela GuerreroClaudia Sugimaru Alvaro M. Zevallos 《International Journal of Educational Development》2010
Sense of belonging is the degree to which students feel integrated with their peers and teachers at school. This study describes sense of belonging among Peruvian students entering high school. Socioeconomic status had no direct effect on sense of belonging but had an indirect effect through achievement. Rural students had a higher sense of belonging than their urban peers. This is likely due to rural children seeing the larger, better equipped high schools as improvements over their relatively small and more isolated primary schools. Some general orientation activities were organized by teachers and principals aimed at all incoming first graders but nothing was designed specifically for students who might face difficulties in adjusting to high school. 相似文献
18.
Who benefits from homework assignments? 总被引：1，自引：0，他引：1
Marte Rønning 《Economics of Education Review》2011,30(1):55-64
Using Dutch data on pupils in elementary school this paper is the first empirical study to analyze whether assigning homework has a heterogeneous impact on pupil achievement. Addressing potential biases by using a difference-in-difference approach, I find that the test score gap is larger in classes where everybody gets homework than in classes where nobody gets homework. More precisely pupils belonging to the upper part of the socioeconomic scale perform better when homework is given, whereas pupils from the lowest part are unaffected. At the same time more disadvantaged children get less help from their parents with their homework. Homework can therefore amplify existing inequalities through complementarities with home inputs. 相似文献
19.
In this paper we analyze the relationship between charter school authorizers and student achievement. We perform this analysis using a 10-year panel dataset from Minnesota, a state that permits four distinct types of authorizers—local school boards, postsecondary institutions, nonprofit organizations, and the Minnesota Department of Education. The results of the analysis indicate that there is no statistically significant relationship between charter school authorizing type and mean levels of student achievement. However, the analysis also reveals that schools authorized by nonprofit organizations exhibit substantially more variability in achievement than schools authorized by local school boards. 相似文献
20.
This study contributed to the school readiness literature by taking an intrachild perspective that examined the relations between Latino/a children's school readiness profiles and later academic achievement. Teachers rated the school readiness of 781 Latino/a kindergartners during the first month of school using the Kindergarten Student Entrance Profile (KSEP). Latent class analysis (LCA) examined KSEP profiles across social-emotional, physical, and cognitive domains and identified five distinct school readiness classes that described students’ strengths and weaknesses at kindergarten entry. Among the predictors examined, gender was the only significant difference among the top two readiness classes, with girls less likely to be in the lower of these two classes (OR = 0.38). In addition, children in the bottom three readiness classes were significantly less likely than students in the top readiness class to have preschool experience (ORs = 0.02–0.19) and had significantly lower levels of English proficiency (ORs = 0.51–0.72). Class membership was significantly associated with scores on the Grade 2 California Standards Tests and only the top two readiness classes had reading fluency rates near or above a national benchmark at the end of Grade 2. The variation of early achievement found across readiness classes also showed that considering the pattern of a child's social-emotional and cognitive readiness might enhance school readiness assessment. Implications for integrating universal school readiness screeners within a comprehensive multigating assessment model are also discussed. 相似文献