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Showing 1 to 15 of 22 results Save | Export
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Xu, Zeyu; Backes, Ben; Oliveira, Amanda; Goldhaber, Dan – Educational Evaluation and Policy Analysis, 2022
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…
Descriptors: Program Effectiveness, Intervention, High School Students, College Readiness
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Hemelt, Steven W.; Ladd, Helen F.; Clifton, Calen R. – Educational Evaluation and Policy Analysis, 2021
This article examines the influence of teacher assistants and other personnel on outcomes for elementary school students during a period of recession-induced cutbacks in teacher assistants. Using panel data from North Carolina, we exploit the state's unique system of financing its local public schools to identify the causal effects of teacher…
Descriptors: Teacher Aides, Outcomes of Education, Educational Finance, Elementary School Students
Sarah A. Cordes; Christopher Rick; Amy Ellen Schwartz – Educational Evaluation and Policy Analysis, 2022
School buses may be a critical education policy lever, breaking the link between schools and neighborhoods and facilitating access to school choice. Yet, little is known about the commute for bus riders, including the average length of the bus ride or whether long commutes harm academic outcomes. We begin to fill this gap using data from New York…
Descriptors: Student Transportation, Academic Achievement, School Choice, Bus Transportation
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Park, Elizabeth S.; Ngo, Federick – Educational Evaluation and Policy Analysis, 2021
We use regression discontinuity design to examine the impact of placing into developmental math on science, technology, engineering, and mathematics (STEM) participation in community colleges and whether these relationships differ for underrepresented racially minoritized (URM), women, STEM-oriented, and STEM-aspiring students. Results show that…
Descriptors: Remedial Mathematics, STEM Education, Student Participation, Community Colleges
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Quinn, David M. – Educational Evaluation and Policy Analysis, 2015
The estimation of racial test score gap trends plays an important role in monitoring educational equality. Documenting gap trends is complex, however, and estimates can differ depending on the metric, modeling strategy, and psychometric assumptions. The sensitivity of summer learning gap estimates to these factors has been under-examined. Using…
Descriptors: Racial Differences, Scores, Achievement Gap, Trend Analysis
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Ortega, Lorena; Malmberg, Lars-Erik; Sammons, Pam – Educational Evaluation and Policy Analysis, 2018
We investigated teacher effects (magnitude, predictors, and cumulativeness) on primary students' achievement trajectories in Chile, using multilevel cross-classified (accelerated) growth models (four overlapping cohorts, spanning Grades 3 to 8; n = 19,704 students, and 851 language and 812 mathematics teachers, in 156 schools). It was found that…
Descriptors: Foreign Countries, Teacher Effectiveness, Academic Achievement, Elementary School Teachers
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Spillane, James P.; Shirrell, Matthew; Adhikari, Samrachana – Educational Evaluation and Policy Analysis, 2018
Teachers' on-the-job interactions with colleagues impact their effectiveness, yet little research has explored whether and how teacher performance predicts these interactions. Drawing on 5 years of social network data from one school district, we explore the relationship between teacher performance and teachers' instructional advice and…
Descriptors: Peer Relationship, Teacher Effectiveness, Social Networks, School Districts
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Glazerman, Steven; Dotter, Dallas – Educational Evaluation and Policy Analysis, 2017
We estimate school-choice preferences revealed by the rank-ordered lists submitted by more than 22,000 applicants to a citywide lottery for more than 200 traditional and charter public schools in Washington, D.C. The results confirm previously reported findings that commuting distance, school demographics, and academic indicators play important…
Descriptors: School Choice, Evidence, Charter Schools, Public Schools
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Mariano, Louis T.; Martorell, Paco – Educational Evaluation and Policy Analysis, 2013
This article examines the impacts of summer instruction and test-based grade retention in New York City. We use a research design that exploits test score cutoffs used in assignment to these treatments. We find modest positive effects of summer instruction on English language arts (ELA) achievement for students assigned to summer instruction…
Descriptors: Summer Schools, Grade Repetition, Cutting Scores, English Instruction
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Melguizo, Tatiana – Educational Evaluation and Policy Analysis, 2010
The study takes advantage of the nontraditional selection process of the Gates Millennium Scholars (GMS) program to test the association between selectivity of 4-year institution attended as well as other noncognitive variables on the college completion rates of a sample of students of color. The results of logistic regression and propensity score…
Descriptors: Academic Achievement, Admission Criteria, Scholarships, Cohort Analysis
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Jeong, Dong Wook – Educational Evaluation and Policy Analysis, 2009
Many states provide incentives to students, teachers, and schools for the participation and success of students on Advanced Placement (AP) examinations administered by the College Board. The purpose of this article is to examine whether these incentives help students enroll and succeed in AP exams. An analysis of nationally representative AP exam…
Descriptors: Incentives, Student Participation, Advanced Placement Programs, Academic Achievement
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Hart, Cassandra M. D. – Educational Evaluation and Policy Analysis, 2014
This study examines public school characteristics, and public and private school market characteristics, associated with participation among elementary-aged students in a means-tested school voucher program in Florida. Participants are more likely than eligible nonparticipants to come from disadvantaged public schools on multiple dimensions. On…
Descriptors: Public Schools, Institutional Characteristics, Private Schools, Participation
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Steinberg, Matthew P. – Educational Evaluation and Policy Analysis, 2011
The Supplemental Educational Services (SES) provision of the No Child Left Behind Act offers free tutoring services to students attending perennially underperforming schools. The author assesses the extent to which Chicago Public Schools students most in need of and who could potentially benefit the most from additional academic instruction…
Descriptors: Public Schools, School Choice, Student Participation, Academic Achievement
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Henry, Gary T.; Fortner, C. Kevin; Thompson, Charles L. – Educational Evaluation and Policy Analysis, 2010
Evaluating the impacts of public school funding on student achievement has been an important objective for informing education policymaking but fraught with data and methodological limitations. Findings from prior research have been mixed at best, leaving policymakers with little advice about the benefits of allocating public resources to schools…
Descriptors: Educationally Disadvantaged, Academic Achievement, Educational Opportunities, Regression (Statistics)
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Hughes, Jan N.; Chen, Qi; Thoemmes, Felix; Kwok, Oi-man – Educational Evaluation and Policy Analysis, 2010
The association between grade retention in first grade and passing the third grade state accountability tests, the Texas Assessment of Knowledge and Skills (TAKS) reading and math, was investigated in a sample of 769 students who were recruited into the study when they were in first grade. Of these 769 students, 165 were retained in first grade…
Descriptors: Grade Repetition, Mathematics Tests, High Stakes Tests, Grade 3
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