Pub Date : 2021-11-01DOI: 10.3102/01623737211052310
Steven W. Hemelt, T. Swiderski
We analyze the rollout of a Statewide Dual-Credit (SDC) program intended to expand access to college-level courses during high school. We find that SDC increased early postsecondary course-taking among students in the middle of the achievement distribution, especially through courses in vocational subjects, without decreasing participation in Advanced Placement (AP). However, SDC was mostly offered by schools already providing courses in similar subject areas and was less frequently offered in small relative to large schools, thus doing little to ameliorate placed-based gaps in course-taking opportunities. Furthermore, a majority of students failed the end-of-course exams necessary to secure college credit, and those who passed closely resemble students who pass AP exams. Low SDC exam pass rates predict school-level discontinuation of SDC courses over and above a range of other factors that reflect student demand and staffing capacity.
{"title":"College Comes to High School: Participation and Performance in Tennessee’s Innovative Wave of Dual-Credit Courses","authors":"Steven W. Hemelt, T. Swiderski","doi":"10.3102/01623737211052310","DOIUrl":"https://doi.org/10.3102/01623737211052310","url":null,"abstract":"We analyze the rollout of a Statewide Dual-Credit (SDC) program intended to expand access to college-level courses during high school. We find that SDC increased early postsecondary course-taking among students in the middle of the achievement distribution, especially through courses in vocational subjects, without decreasing participation in Advanced Placement (AP). However, SDC was mostly offered by schools already providing courses in similar subject areas and was less frequently offered in small relative to large schools, thus doing little to ameliorate placed-based gaps in course-taking opportunities. Furthermore, a majority of students failed the end-of-course exams necessary to secure college credit, and those who passed closely resemble students who pass AP exams. Low SDC exam pass rates predict school-level discontinuation of SDC courses over and above a range of other factors that reflect student demand and staffing capacity.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"313 - 341"},"PeriodicalIF":3.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42096929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.3102/01623737211049440
Roey Ahram, Robert Bifulco, H. Cherng, Danielle L. Edwards, Anna J. Egalite, Mimi Engel, P. Estrada, Allyson Flaster
Riley Acton, Miami University Roey Ahram, Spencer Foundation Taylor Allbright, California State Polytechnic University, Pomona Drew Anderson, RAND Corporation Kaitlin Anderson, Lehigh University J. Cameron Anglum, Saint Louis University Elizabeth Armstrong, University of Michigan Minahil Asim, University of Toronto Allison Atteberry, University of Virginia Bruce Baker, Rutgers University Dominique Baker, Southern Methodist University Rachel Baker, University of California, Irvine Briana Ballis, University of California, Merced Felipe Barrera-Osorio, Vanderbilt University Brendan Bartanen, University of Virginia Daphna Bassok, University of Virginia Kevin Bastian, The University of North Carolina at Chapel Hill Courtney Bell, University of Wisconsin–Madison Elizabeth Bell, Miami University Christopher Bennett, Vanderbilt University Melanie Bertrand, Arizona State University Robert Bifulco, Syracuse University Kelli Bird, University of Virginia David Blazar, University of Maryland, College Park Liza Bolitzer, Baruch College A. Brooks Bowden, University of Pennsylvania Nicholas Bowman, University of Iowa Melissa Braaten, University of Colorado Boulder Margaret Brehm, Oberlin College Ebony Bridwell-Mitchell, Harvard Graduate School of Edication Derek Briggs, University of Colorado Boulder Tolani Britton, University of California, Berkeley Paul Bruno, University of Illinois at Urbana-Champaign Katrina Bulkley, Montclair State University Susan Bush-Mecenas, RAND Corporation Marisa Cannata, Vanderbilt University Deven Carlson, The University of Oklahoma Hua-Yu Sebastian Cherng, New York University Vincent Cho, Boston College Amita Chudgar, Michigan State University Damon Clark, University of California, Irvine Julia Cohen, University of Virginia Dylan Conger, George Washington University North Cooc, The University of Texas at Austin Yasemin Copur-Gencturk, University of Southern California Sean Corcoran, Vanderbilt University James Cowan, American Institutes for Research Joshua Cowen, Michigan State University Valerie Crespin-Trujillo, University of Wisconsin–Madison Rajeev Darolia, University of Kentucky Rebecca Davis, University of Pennsylvania Elizabeth DeBray, University of Georgia Jay Dee, University of Massachusetts Boston John Deke, Mathematica Policy Research Lisa Dickson, University of Maryland, Baltimore County Sarah Diem, University of Missouri Thurston Domina, The University of North Carolina at Chapel Hill Benjamin Domingue, Stanford University Morgaen Donaldson, University of Connecticut Jamel Donnor, College of William & Mary Shaun Dougherty, Vanderbilt University Adam Edgerton, Learning Policy Institute 1049440 EPAXXX10.3102/01623737211049440 other2021
{"title":"Acknowledgments","authors":"Roey Ahram, Robert Bifulco, H. Cherng, Danielle L. Edwards, Anna J. Egalite, Mimi Engel, P. Estrada, Allyson Flaster","doi":"10.3102/01623737211049440","DOIUrl":"https://doi.org/10.3102/01623737211049440","url":null,"abstract":"Riley Acton, Miami University Roey Ahram, Spencer Foundation Taylor Allbright, California State Polytechnic University, Pomona Drew Anderson, RAND Corporation Kaitlin Anderson, Lehigh University J. Cameron Anglum, Saint Louis University Elizabeth Armstrong, University of Michigan Minahil Asim, University of Toronto Allison Atteberry, University of Virginia Bruce Baker, Rutgers University Dominique Baker, Southern Methodist University Rachel Baker, University of California, Irvine Briana Ballis, University of California, Merced Felipe Barrera-Osorio, Vanderbilt University Brendan Bartanen, University of Virginia Daphna Bassok, University of Virginia Kevin Bastian, The University of North Carolina at Chapel Hill Courtney Bell, University of Wisconsin–Madison Elizabeth Bell, Miami University Christopher Bennett, Vanderbilt University Melanie Bertrand, Arizona State University Robert Bifulco, Syracuse University Kelli Bird, University of Virginia David Blazar, University of Maryland, College Park Liza Bolitzer, Baruch College A. Brooks Bowden, University of Pennsylvania Nicholas Bowman, University of Iowa Melissa Braaten, University of Colorado Boulder Margaret Brehm, Oberlin College Ebony Bridwell-Mitchell, Harvard Graduate School of Edication Derek Briggs, University of Colorado Boulder Tolani Britton, University of California, Berkeley Paul Bruno, University of Illinois at Urbana-Champaign Katrina Bulkley, Montclair State University Susan Bush-Mecenas, RAND Corporation Marisa Cannata, Vanderbilt University Deven Carlson, The University of Oklahoma Hua-Yu Sebastian Cherng, New York University Vincent Cho, Boston College Amita Chudgar, Michigan State University Damon Clark, University of California, Irvine Julia Cohen, University of Virginia Dylan Conger, George Washington University North Cooc, The University of Texas at Austin Yasemin Copur-Gencturk, University of Southern California Sean Corcoran, Vanderbilt University James Cowan, American Institutes for Research Joshua Cowen, Michigan State University Valerie Crespin-Trujillo, University of Wisconsin–Madison Rajeev Darolia, University of Kentucky Rebecca Davis, University of Pennsylvania Elizabeth DeBray, University of Georgia Jay Dee, University of Massachusetts Boston John Deke, Mathematica Policy Research Lisa Dickson, University of Maryland, Baltimore County Sarah Diem, University of Missouri Thurston Domina, The University of North Carolina at Chapel Hill Benjamin Domingue, Stanford University Morgaen Donaldson, University of Connecticut Jamel Donnor, College of William & Mary Shaun Dougherty, Vanderbilt University Adam Edgerton, Learning Policy Institute 1049440 EPAXXX10.3102/01623737211049440 other2021","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"43 1","pages":"713 - 715"},"PeriodicalIF":3.4,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69392546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.3102/01623737211047256
Benjamin K. Master, H. Schwartz, Fatih Unlu, J. Schweig, Louis T. Mariano, Jessie Coe, Elaine L. Wang, B. Phillips, Tiffany Berglund
Principals are the second-largest school-based contributor to K–12 students’ academic progress. However, there is little research evaluating whether efforts to develop principals’ skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive Development Program (EDP) and of the incremental effects of coaching to help principals implement the EDP curriculum. We find that the EDP alone influenced principals’ practices, but not student achievement, within 3 years. Coaching had a small positive effect on students’ English Language Arts achievement, but no effect on math achievement or on principals’ practices. Coaching had the largest effects in disadvantaged schools. We hypothesize that coaching enhanced the quality of implementation of recommended practices.
{"title":"Developing School Leaders: Findings From a Randomized Control Trial Study of the Executive Development Program and Paired Coaching","authors":"Benjamin K. Master, H. Schwartz, Fatih Unlu, J. Schweig, Louis T. Mariano, Jessie Coe, Elaine L. Wang, B. Phillips, Tiffany Berglund","doi":"10.3102/01623737211047256","DOIUrl":"https://doi.org/10.3102/01623737211047256","url":null,"abstract":"Principals are the second-largest school-based contributor to K–12 students’ academic progress. However, there is little research evaluating whether efforts to develop principals’ skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive Development Program (EDP) and of the incremental effects of coaching to help principals implement the EDP curriculum. We find that the EDP alone influenced principals’ practices, but not student achievement, within 3 years. Coaching had a small positive effect on students’ English Language Arts achievement, but no effect on math achievement or on principals’ practices. Coaching had the largest effects in disadvantaged schools. We hypothesize that coaching enhanced the quality of implementation of recommended practices.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"257 - 282"},"PeriodicalIF":3.4,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49500163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-15DOI: 10.3102/01623737211055728
{"title":"Corrigendum to “Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model From Six Colleges Across Two States”","authors":"","doi":"10.3102/01623737211055728","DOIUrl":"https://doi.org/10.3102/01623737211055728","url":null,"abstract":"","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"NP1 - NP1"},"PeriodicalIF":3.4,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44755486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-20DOI: 10.3102/01623737211040511
Eric Isenberg, Jeffrey Max, P. Gleason, Jonah Deutsch
We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.
{"title":"Do Low-Income Students Have Equal Access to Effective Teachers?","authors":"Eric Isenberg, Jeffrey Max, P. Gleason, Jonah Deutsch","doi":"10.3102/01623737211040511","DOIUrl":"https://doi.org/10.3102/01623737211040511","url":null,"abstract":"We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"234 - 256"},"PeriodicalIF":3.4,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45942858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.3102/01623737211019684
{"title":"Corrigendum to “Updating the Economic Impacts of the High/Scope Perry Preschool Program”","authors":"","doi":"10.3102/01623737211019684","DOIUrl":"https://doi.org/10.3102/01623737211019684","url":null,"abstract":"","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"43 1","pages":"552 - 552"},"PeriodicalIF":3.4,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46818502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-30DOI: 10.3102/01623737211036728
Zeyu Xu, Ben Backes, Amanda Oliveira, Dan Goldhaber
Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.
{"title":"Ready for College? Examining the Effectiveness of Targeted Interventions in High School","authors":"Zeyu Xu, Ben Backes, Amanda Oliveira, Dan Goldhaber","doi":"10.3102/01623737211036728","DOIUrl":"https://doi.org/10.3102/01623737211036728","url":null,"abstract":"Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"183 - 209"},"PeriodicalIF":3.4,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44843664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-12DOI: 10.3102/01623737211036726
Cynthia Miller, Michael J. Weiss
This paper presents new estimates of the effects of the City University of New York’s (CUNY’s) Accelerated Study in Associate Programs (ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program’s effect on associate’s degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits.
{"title":"Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model From Six Colleges Across Two States","authors":"Cynthia Miller, Michael J. Weiss","doi":"10.3102/01623737211036726","DOIUrl":"https://doi.org/10.3102/01623737211036726","url":null,"abstract":"This paper presents new estimates of the effects of the City University of New York’s (CUNY’s) Accelerated Study in Associate Programs (ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program’s effect on associate’s degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"210 - 233"},"PeriodicalIF":3.4,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49543773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-09DOI: 10.3102/01623737211032241
Michael Gottfried, J. Kirksey, Trina L. Fletcher
Teachers of color increase school success for students of color. Yet, little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. To address this, our study used administrative data provided by a California high school district for the school years 2014 to 2018. We explored student absenteeism at the date and class period levels. Using this rich, longitudinal data set, we employed grade, school, class period, student, and date fixed effects models to examine the association between student–teacher matches and student absenteeism. Student–teacher race and ethnicity matches were associated with fewer unexcused absences for Latinx students. The results also indicate that associations were strongest for Latinx students in 11th and 12th grades—the age group in K–12 that has the most individual agency when it comes to getting to school. Furthermore, we found no evidence of declines in excused absences, which reflect health.
{"title":"Do High School Students With a Same-Race Teacher Attend Class More Often?","authors":"Michael Gottfried, J. Kirksey, Trina L. Fletcher","doi":"10.3102/01623737211032241","DOIUrl":"https://doi.org/10.3102/01623737211032241","url":null,"abstract":"Teachers of color increase school success for students of color. Yet, little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. To address this, our study used administrative data provided by a California high school district for the school years 2014 to 2018. We explored student absenteeism at the date and class period levels. Using this rich, longitudinal data set, we employed grade, school, class period, student, and date fixed effects models to examine the association between student–teacher matches and student absenteeism. Student–teacher race and ethnicity matches were associated with fewer unexcused absences for Latinx students. The results also indicate that associations were strongest for Latinx students in 11th and 12th grades—the age group in K–12 that has the most individual agency when it comes to getting to school. Furthermore, we found no evidence of declines in excused absences, which reflect health.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"149 - 169"},"PeriodicalIF":3.4,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45707426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-02DOI: 10.3102/01623737211030505
David M. Houston, Michael Henderson, P. Peterson, Martin R. West
States and districts are increasingly incorporating measures of achievement growth into their school accountability systems, but there is little research on how these changes affect the public’s perceptions of school quality. We conduct a nationally representative online survey experiment to identify the effects of providing participants with information about their local public schools’ average achievement status and/or average achievement growth. Prior to receiving any information, participants already possess a modest understanding of how their local schools perform in terms of status, but they are largely unaware of how these schools perform in terms of growth. Participants who live in higher status districts tend to grade their local schools more favorably. The provision of status information does not fundamentally change this relationship. The provision of growth information, however, alters Americans’ views about local educational performance. Once informed, participants’ evaluations of their local schools better reflect the variation in district growth.
{"title":"Status, Growth, and Perceptions of School Quality","authors":"David M. Houston, Michael Henderson, P. Peterson, Martin R. West","doi":"10.3102/01623737211030505","DOIUrl":"https://doi.org/10.3102/01623737211030505","url":null,"abstract":"States and districts are increasingly incorporating measures of achievement growth into their school accountability systems, but there is little research on how these changes affect the public’s perceptions of school quality. We conduct a nationally representative online survey experiment to identify the effects of providing participants with information about their local public schools’ average achievement status and/or average achievement growth. Prior to receiving any information, participants already possess a modest understanding of how their local schools perform in terms of status, but they are largely unaware of how these schools perform in terms of growth. Participants who live in higher status districts tend to grade their local schools more favorably. The provision of status information does not fundamentally change this relationship. The provision of growth information, however, alters Americans’ views about local educational performance. Once informed, participants’ evaluations of their local schools better reflect the variation in district growth.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"105 - 126"},"PeriodicalIF":3.4,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44764607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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