Pub Date : 2021-06-24DOI: 10.1080/09243453.2021.1942076
J. Teodorović, Vladeta Milin, Bojana Bodroža, Ivana D. Đerić, M. Vujačić, Ivana M. Jakšić, D. Stanković, Gašper Cankar, Charalambos Y. Charalambous, J. Damme, L. Kyriakides
ABSTRACT Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.
{"title":"Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia","authors":"J. Teodorović, Vladeta Milin, Bojana Bodroža, Ivana D. Đerić, M. Vujačić, Ivana M. Jakšić, D. Stanković, Gašper Cankar, Charalambos Y. Charalambous, J. Damme, L. Kyriakides","doi":"10.1080/09243453.2021.1942076","DOIUrl":"https://doi.org/10.1080/09243453.2021.1942076","url":null,"abstract":"ABSTRACT Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"51 - 85"},"PeriodicalIF":3.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1942076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45629703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-21DOI: 10.1080/09243453.2021.1942929
Y. Tao
ABSTRACT Collaboration and networking have been widely recognized and adopted as strategies for school turnaround. However, most studies focus on external forces’ (particularly governments’) role in promoting collaborative turnaround, paying less attention to turnaround schools’ reactions to external actors. With specific reference to Shanghai, China, this qualitative empirical study examines the complexity of schools’ role in school turnaround through network governance. Drawing on document review and interview data, this study found three patterns of turnaround schools’ interactions with local governments and third-party actors in different school turnaround networks – compliant follower, reserved enforcer, or rational aspirant. Turnaround schools’ differentiated responses to external actors in China’s collaborative turnaround indicated their different awareness and capacity to utilize external resources. This resulted from schools’ different levels of disadvantage and leadership and external actors’ different extents of power exercise and differently impacted schools’ positions and power relations with external actors.
{"title":"School turnaround through network governance: the role of turnaround schools in China’s Shanghai City","authors":"Y. Tao","doi":"10.1080/09243453.2021.1942929","DOIUrl":"https://doi.org/10.1080/09243453.2021.1942929","url":null,"abstract":"ABSTRACT Collaboration and networking have been widely recognized and adopted as strategies for school turnaround. However, most studies focus on external forces’ (particularly governments’) role in promoting collaborative turnaround, paying less attention to turnaround schools’ reactions to external actors. With specific reference to Shanghai, China, this qualitative empirical study examines the complexity of schools’ role in school turnaround through network governance. Drawing on document review and interview data, this study found three patterns of turnaround schools’ interactions with local governments and third-party actors in different school turnaround networks – compliant follower, reserved enforcer, or rational aspirant. Turnaround schools’ differentiated responses to external actors in China’s collaborative turnaround indicated their different awareness and capacity to utilize external resources. This resulted from schools’ different levels of disadvantage and leadership and external actors’ different extents of power exercise and differently impacted schools’ positions and power relations with external actors.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"86 - 103"},"PeriodicalIF":3.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1942929","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46013929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-18DOI: 10.1080/09243453.2021.1939734
C. Loh, Luisa A. Unda, Zhiyun Gong, Kelly Benati
ABSTRACT This study examines whether board diversity, board practices, and principal influence over board decisions impact board effectiveness across independent schools in Victoria, Australia, and to what extent board effectiveness is associated with academic and financial performance of the schools. Analyses were based on survey data from board Chairs and board members within independent schools. Results show that diversity of board composition and board practices contribute to increased board effectiveness, whereas board effectiveness is less robust in schools with stronger principal influence over board-level decision making. The results provide an indication that while some board attributes (i.e., diversity of board composition and board practices) indirectly influence school performance through their positive association with board effectiveness, excessive influence of the principal over board-level decisions may impair board effectiveness.
{"title":"Board effectiveness and school performance: a study of Australian independent schools","authors":"C. Loh, Luisa A. Unda, Zhiyun Gong, Kelly Benati","doi":"10.1080/09243453.2021.1939734","DOIUrl":"https://doi.org/10.1080/09243453.2021.1939734","url":null,"abstract":"ABSTRACT This study examines whether board diversity, board practices, and principal influence over board decisions impact board effectiveness across independent schools in Victoria, Australia, and to what extent board effectiveness is associated with academic and financial performance of the schools. Analyses were based on survey data from board Chairs and board members within independent schools. Results show that diversity of board composition and board practices contribute to increased board effectiveness, whereas board effectiveness is less robust in schools with stronger principal influence over board-level decision making. The results provide an indication that while some board attributes (i.e., diversity of board composition and board practices) indirectly influence school performance through their positive association with board effectiveness, excessive influence of the principal over board-level decisions may impair board effectiveness.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"650 - 673"},"PeriodicalIF":3.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1939734","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43211812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-20DOI: 10.1080/09243453.2021.1923533
C. Meyers, Tonya R. Moon, Jane Patrick, C. Brighton, Latisha Hayes
ABSTRACT Data use has become a priority in educational systems throughout the world under the belief that rational instructional decisions can be tailored to individual learner needs. Despite increasing expectations for school principals to be instructional leaders, there is little evidence that they – or other system or school leaders – are responsible for anything more than ensuring structures are in place for teachers to work with data. In this study, we analyze interview and observational data collected over the period of 1 academic year in four elementary schools in one rural school district in the United States. We consider results through a conceptual framing of collective leadership to understand how leaders across district, school, and classroom levels do or do not support data use in the school system. Among our findings, data use is espoused and portrayed but generally unsupported. Data team meetings and structures are embedded in school cultures, but they are mostly managed and routine, prioritizing expediency and process over instructional adaptation or response. As a result, we conclude that the establishment of data team meetings and related structures is critical but insufficient to improve instruction and increase student learning.
{"title":"Data use processes in rural schools: management structures undermining leadership opportunities and instructional change","authors":"C. Meyers, Tonya R. Moon, Jane Patrick, C. Brighton, Latisha Hayes","doi":"10.1080/09243453.2021.1923533","DOIUrl":"https://doi.org/10.1080/09243453.2021.1923533","url":null,"abstract":"ABSTRACT Data use has become a priority in educational systems throughout the world under the belief that rational instructional decisions can be tailored to individual learner needs. Despite increasing expectations for school principals to be instructional leaders, there is little evidence that they – or other system or school leaders – are responsible for anything more than ensuring structures are in place for teachers to work with data. In this study, we analyze interview and observational data collected over the period of 1 academic year in four elementary schools in one rural school district in the United States. We consider results through a conceptual framing of collective leadership to understand how leaders across district, school, and classroom levels do or do not support data use in the school system. Among our findings, data use is espoused and portrayed but generally unsupported. Data team meetings and structures are embedded in school cultures, but they are mostly managed and routine, prioritizing expediency and process over instructional adaptation or response. As a result, we conclude that the establishment of data team meetings and related structures is critical but insufficient to improve instruction and increase student learning.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"1 - 20"},"PeriodicalIF":3.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1923533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48300695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-17DOI: 10.1080/09243453.2021.1923532
X. Cravens, Seth B. Hunter
ABSTRACT This study tests the hypothesis that teacher-led collaborative inquiry cycles, guided by instructional standards, lead to improved teacher performance and effectiveness. We examine the impact of teachers’ self-selection into teacher peer excellence groups (TPEGs), which involves lesson co-planning, peer observation and feedback, and collaborative lesson-plan revision on participating teachers from 14 pilot public schools in Tennessee. Using survey results and statewide administrative data, we apply a propensity score matching strategy, and find that TPEG teachers experience growth in their instruction ratings and value-added scores in the subsequent year, although the longer term impact is attenuated. We contribute to the literature by identifying deprivatized practice and instruction-focused collaboration as key features of teacher communities of practice, highlighting the importance of using standards-based instructional quality measures, linking participation in collaborative inquiry cycles to teacher-level outcomes, and estimating effects applicable to situations in which teachers exercise agency and collaborate voluntarily.
{"title":"Assessing the impact of collaborative inquiry on teacher performance and effectiveness","authors":"X. Cravens, Seth B. Hunter","doi":"10.1080/09243453.2021.1923532","DOIUrl":"https://doi.org/10.1080/09243453.2021.1923532","url":null,"abstract":"ABSTRACT This study tests the hypothesis that teacher-led collaborative inquiry cycles, guided by instructional standards, lead to improved teacher performance and effectiveness. We examine the impact of teachers’ self-selection into teacher peer excellence groups (TPEGs), which involves lesson co-planning, peer observation and feedback, and collaborative lesson-plan revision on participating teachers from 14 pilot public schools in Tennessee. Using survey results and statewide administrative data, we apply a propensity score matching strategy, and find that TPEG teachers experience growth in their instruction ratings and value-added scores in the subsequent year, although the longer term impact is attenuated. We contribute to the literature by identifying deprivatized practice and instruction-focused collaboration as key features of teacher communities of practice, highlighting the importance of using standards-based instructional quality measures, linking participation in collaborative inquiry cycles to teacher-level outcomes, and estimating effects applicable to situations in which teachers exercise agency and collaborate voluntarily.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"564 - 606"},"PeriodicalIF":3.0,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1923532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47065000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-13DOI: 10.1080/09243453.2021.1925700
Inmaculada García-Martínez, Marta Montenegro-Rueda, Elvira Molina-Fernández, J. Fernández-Batanero
ABSTRACT Collaborative support between teachers is crucial to school success. Communication, openness, and participation are key for creating a climate of trust. Professional relationships based on trust contribute to the development of a common vision for the school. However, building a collaborative atmosphere is challenging. A systematic review was performed to identify strategies for promoting staff collaboration with a view towards school improvement. Based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines for systematic reviews, we selected 18 articles focused on different approaches to building collaborative environments in schools. The main finding was that the most widely used collaborative modalities were related to instructional processes and improving student academic performance. Factors that hinder the establishment of a collaborative school culture were related to teacher reluctance to sharing and exchange of practices, lack of engagement, and teacher training. Educational leaders were also seen to play a key role in the development of cooperative environments and effective leadership delegation.
{"title":"Mapping teacher collaboration for school success","authors":"Inmaculada García-Martínez, Marta Montenegro-Rueda, Elvira Molina-Fernández, J. Fernández-Batanero","doi":"10.1080/09243453.2021.1925700","DOIUrl":"https://doi.org/10.1080/09243453.2021.1925700","url":null,"abstract":"ABSTRACT Collaborative support between teachers is crucial to school success. Communication, openness, and participation are key for creating a climate of trust. Professional relationships based on trust contribute to the development of a common vision for the school. However, building a collaborative atmosphere is challenging. A systematic review was performed to identify strategies for promoting staff collaboration with a view towards school improvement. Based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines for systematic reviews, we selected 18 articles focused on different approaches to building collaborative environments in schools. The main finding was that the most widely used collaborative modalities were related to instructional processes and improving student academic performance. Factors that hinder the establishment of a collaborative school culture were related to teacher reluctance to sharing and exchange of practices, lack of engagement, and teacher training. Educational leaders were also seen to play a key role in the development of cooperative environments and effective leadership delegation.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"631 - 649"},"PeriodicalIF":3.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1925700","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46012058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-13DOI: 10.1080/09243453.2021.1923534
L. Kyriakides, P. Antoniou, A. Dimosthenous
ABSTRACT This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e., Cyprus, Greece, and Ireland) and their Grade 4 and 5 students (n = 2,844) participated in this study. Two experimental groups used DA to develop school improvement strategies and action plans. The first experimental group, which employed DA for only 1 school year, was more effective than the control group in promoting student achievement in mathematics and reducing the impact of SES on achievement both at the end of the 1st and 2nd implementation year. Schools which made use of DA for 2 years were found to be the most effective at the end of the 2nd year.
{"title":"Does the duration of school interventions matter? The effectiveness and sustainability of using the dynamic approach to promote quality and equity","authors":"L. Kyriakides, P. Antoniou, A. Dimosthenous","doi":"10.1080/09243453.2021.1923534","DOIUrl":"https://doi.org/10.1080/09243453.2021.1923534","url":null,"abstract":"ABSTRACT This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e., Cyprus, Greece, and Ireland) and their Grade 4 and 5 students (n = 2,844) participated in this study. Two experimental groups used DA to develop school improvement strategies and action plans. The first experimental group, which employed DA for only 1 school year, was more effective than the control group in promoting student achievement in mathematics and reducing the impact of SES on achievement both at the end of the 1st and 2nd implementation year. Schools which made use of DA for 2 years were found to be the most effective at the end of the 2nd year.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"607 - 630"},"PeriodicalIF":3.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1923534","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42135119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT School climate is one of the variables that affect academic achievement, but the level of correlation between school climate and academic achievement differs. On the basis of these inconsistent results between school climate and academic achievement, researchers can use meta-analyses to shed light on relevant literature. The present study ran a meta-analysis on 38 studies (N Total = 491,312) published between 2000 and 2020. As a result of the completed meta-analysis, the effect size for the correlation between school climate and academic achievement was small (r = 0.178, p < 0.01). Given 207 effect sizes calculated for the meta-analysis, no publication bias was observed. Furthermore, subgroup analyses were conducted based on the dimensions of school climate and school levels. Several suggestions were made available based on the findings.
{"title":"Does school climate that includes students’ views deliver academic achievement? A multilevel meta-analysis","authors":"Selen Demirtaş-Zorbaz, Çiğdem Akin-Arikan, Ragip Terzi","doi":"10.1080/09243453.2021.1920432","DOIUrl":"https://doi.org/10.1080/09243453.2021.1920432","url":null,"abstract":"ABSTRACT School climate is one of the variables that affect academic achievement, but the level of correlation between school climate and academic achievement differs. On the basis of these inconsistent results between school climate and academic achievement, researchers can use meta-analyses to shed light on relevant literature. The present study ran a meta-analysis on 38 studies (N Total = 491,312) published between 2000 and 2020. As a result of the completed meta-analysis, the effect size for the correlation between school climate and academic achievement was small (r = 0.178, p < 0.01). Given 207 effect sizes calculated for the meta-analysis, no publication bias was observed. Furthermore, subgroup analyses were conducted based on the dimensions of school climate and school levels. Several suggestions were made available based on the findings.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"543 - 563"},"PeriodicalIF":3.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1920432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49630632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-15DOI: 10.1080/09243453.2021.1913190
D. Holzberger, Anja Schiepe-Tiska
ABSTRACT The relevance of the school context to creating a successful learning environment and promoting teachers’ instructional quality is not yet clear. In the current study, we examine whether schools differ in aspects of instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by school characteristics (i.e., social composition, school’s academic track, principals’ leadership, teacher collaboration, and school climate). Therefore, we model instructional quality both at teacher and school level and include multiple perspectives on the school context. German Programme for International Student Assessment (PISA) 2003 data were re-analyzed, resulting in data from 1,939 teachers and their principals in 198 schools. Multilevel analyses revealed that schools differ systematically in their instructional quality. These differences were related to social composition, principals’ leadership, teacher collaboration, and school climate. Accordingly, schools have the potential to promote instructional quality. However, teachers’ perceptions of school characteristics are more relevant than those of the principals.
{"title":"Is the school context associated with instructional quality? The effects of social composition, leadership, teacher collaboration, and school climate","authors":"D. Holzberger, Anja Schiepe-Tiska","doi":"10.1080/09243453.2021.1913190","DOIUrl":"https://doi.org/10.1080/09243453.2021.1913190","url":null,"abstract":"ABSTRACT The relevance of the school context to creating a successful learning environment and promoting teachers’ instructional quality is not yet clear. In the current study, we examine whether schools differ in aspects of instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by school characteristics (i.e., social composition, school’s academic track, principals’ leadership, teacher collaboration, and school climate). Therefore, we model instructional quality both at teacher and school level and include multiple perspectives on the school context. German Programme for International Student Assessment (PISA) 2003 data were re-analyzed, resulting in data from 1,939 teachers and their principals in 198 schools. Multilevel analyses revealed that schools differ systematically in their instructional quality. These differences were related to social composition, principals’ leadership, teacher collaboration, and school climate. Accordingly, schools have the potential to promote instructional quality. However, teachers’ perceptions of school characteristics are more relevant than those of the principals.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"465 - 485"},"PeriodicalIF":3.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1913190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45699048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-05DOI: 10.1080/09243453.2021.1906283
M. Shakeel, Kaitlin P. Anderson, Patrick J. Wolf
ABSTRACT School voucher programs are scholarship initiatives – frequently government funded or incentivized – that pay for students to attend private schools of their choice. This study is the first formal meta-analytic consolidation of the evidence from all randomized controlled trials (RCTs) evaluating the student-level math and reading test score effects of school vouchers internationally. Our search process turned up 9,443 potential studies, 21 of which were ultimately included. These 21 studies represent 11 different voucher programs. Utilizing a random effects and robust variance estimation framework, we find moderate evidence of positive achievement impacts of private school vouchers, with substantial effect heterogeneity across programs and outcome years. Suggestive evidence exists that voucher interventions may be cost effective even for null achievement impacts. Future experimental studies of long-term, scaled up voucher interventions could strengthen our understanding of achievement impacts.
{"title":"The participant effects of private school vouchers around the globe: a meta-analytic and systematic review","authors":"M. Shakeel, Kaitlin P. Anderson, Patrick J. Wolf","doi":"10.1080/09243453.2021.1906283","DOIUrl":"https://doi.org/10.1080/09243453.2021.1906283","url":null,"abstract":"ABSTRACT School voucher programs are scholarship initiatives – frequently government funded or incentivized – that pay for students to attend private schools of their choice. This study is the first formal meta-analytic consolidation of the evidence from all randomized controlled trials (RCTs) evaluating the student-level math and reading test score effects of school vouchers internationally. Our search process turned up 9,443 potential studies, 21 of which were ultimately included. These 21 studies represent 11 different voucher programs. Utilizing a random effects and robust variance estimation framework, we find moderate evidence of positive achievement impacts of private school vouchers, with substantial effect heterogeneity across programs and outcome years. Suggestive evidence exists that voucher interventions may be cost effective even for null achievement impacts. Future experimental studies of long-term, scaled up voucher interventions could strengthen our understanding of achievement impacts.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"509 - 542"},"PeriodicalIF":3.0,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1906283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48551543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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