Getting Beneath the Veil of Effective Schools: Evidence From New York City

Will Dobbie · Roland G. Fryer

352 citations0/0 files storedAmerican Economic Journal Applied Economics

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School Choice and Performance School Leadership and Teacher Performance Educational Assessment and Improvement

Abstract

In this paper, we collect data on the inner-workings of 39 charter schools and correlate these data with school effectiveness. We find that traditionally collected input measures—class size, per-pupil expenditure, teacher certification, and teacher training—are not correlated with school effectiveness. In stark contrast, we show that an index of five policies suggested by qualitative research—frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 45 percent of the variation in school effectiveness. The same index provides similar results in a separate sample of charter schools. (JEL H75, I21, I28)

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References

1983Effective Schools: A Review 1997Assessing the Effects of School Resources on Student Performance: An Update 2000Does Competition Among Public Schools Benefit Students and Taxpayers?2003Economic Considerations and Class Size 1998Private School Vouchers and Student Achievement: An Evaluation of the Milwaukee Parental Choice Program 2011Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children's Zone 2011Accountability and Flexibility in Public Schools: Evidence from Boston's Charters And Pilots 2011The impact of no Child Left Behind on student achievement

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2016School Organizational Contexts, Teacher Turnover, and Student Achievement 2015Does Management Matter in schools?2014Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *2013Stand and Deliver: Effects of Boston's Charter High Schools on College Preparation, Entry, and Choice 2014The Effect of Schooling on Cognitive Skills

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