The Impact of Turnaround Reform on Student Outcomes: Evidence and Insights from the Los Angeles Unified School District

2016 ◽  
Vol 11 (3) ◽  
pp. 251-282 ◽  
Author(s):  
Katharine O. Strunk ◽  
Julie A. Marsh ◽  
Ayesha K. Hashim ◽  
Susan Bush-Mecenas ◽  
Tracey Weinstein
Keyword(s):  
Los Angeles ◽  
School Choice ◽  
Student Performance ◽  
Student Outcomes ◽  
English Language ◽  
Interrupted Time Series ◽  
Level Data ◽  
Public School Choice ◽  
Time Series Approach ◽  
The Impact

We examine the Los Angeles Unified School District's Public School Choice Initiative (PSCI), which sought to turnaround the district's lowest-performing schools. We ask whether school turnaround impacted student outcomes, and what explains variations in outcomes across reform cohorts. We use a Comparative Interrupted Time Series approach using administrative student-level data, following students in the first (1.0), second (2.0), and third (3.0) cohorts of PSCI schools. We find that students in 1.0 turnaround schools saw no significant improvements in outcomes, whereas students enrolled in 2.0 schools saw significant gains in English Language Arts in both years of the reform. Students in 3.0 schools experienced significant decreases in achievement. Qualitative and survey data suggest that increased support and assistance and the use of reconstitution and restart as the sole turnaround methods contributed to gains in 2.0, whereas policy changes in 3.0 caused difficulties and confusion in implementation, leading to poor student performance.

Racial Representation and Socialization in Bureaucratic Organizational Structures

2020 ◽  
pp. 027507402097018
Author(s):  
Jihye Jung ◽  
John C. Ronquillo
Keyword(s):  
Los Angeles ◽  
Student Performance ◽  
Student Outcomes ◽  
Professional Socialization ◽  
School Teacher ◽  
Performance Outcomes ◽  
Theory And Practice ◽  
Traditional Schools ◽  
Advanced Degrees ◽  
The Impact

Organizational scholars employing the theory of representative bureaucracy in their research have found that when public school teacher demographics mirror those of their students, teachers positively affect student performance. Little is known, however, about how organizational socialization affects positive representational effects on student outcomes. Teachers, however, are socialized differently into the organizational structure, largely through organizational social norms based on various professional aspects. This article analyzes the impact of professional socialization on representativeness by teachers’ credentials, employment status, and education levels. Using Los Angeles Unified School District (LAUSD) elementary school data during the 2012–2014 school years, results show that representational effects differ depending on dimensions of student outcomes, and socialization moderating effects vary on the relationship between teacher representation and performance outcomes. Socialization positively moderates the teacher’s representational effect on student outcomes in terms of teachers with advanced degrees, full credentials, and tenure, which depend on the type of school. Charter schools exhibit the positive socialization effect of tenure status, whereas traditional schools show the positive effect of advanced degrees and full credentials. This research enhances our knowledge of the different socialization aspects and how they differ between charter and traditional schools as well as its impact on representation in highly diverse urban elementary schools, contributing to both theory and practice.

scholarly journals Correction to: Measuring the impact of the Afordable Care Act Medicaid expansion on access to primary care using an interrupted time series approach

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Elizabeth A. Brown ◽  
Brandi M. White ◽  
Walter J. Jones ◽  
Mulugeta Gebregziabher ◽  
Kit N. Simpson
Keyword(s):  
Primary Care ◽  
Time Series ◽  
Interrupted Time Series ◽  
Medicaid Expansion ◽  
Time Series Approach ◽  
Access To Primary Care ◽  
The Impact

An amendment to this paper has been published and can be accessed via the original article.

THE IMPACT OF THE HOTEL ROOM TAX: AN INTERRUPTED TIME SERIES APPROACH

1992 ◽  
Vol 45 (4) ◽  
pp. 433-441 ◽  
Author(s):  
CARL BONHAM ◽  
EDWIN FUJII ◽  
ERIC IM ◽  
JAMES MAK
Keyword(s):  
Time Series ◽  
Interrupted Time Series ◽  
Hotel Room ◽  
Time Series Approach ◽  
The Impact

Impact of 24/7 Onsite Emergency Radiology Staff Coverage on Emergency Department Workflow

2021 ◽  
pp. 084653712110238
Author(s):  
Francesco Macri ◽  
Bonnie T. Niu ◽  
Shannon Erdelyi ◽  
John R. Mayo ◽  
Faisal Khosa ◽  
...  
Keyword(s):  
Emergency Department ◽  
Major Trauma ◽  
Patient Flow ◽  
Interrupted Time Series ◽  
Trauma Patients ◽  
Linear Regression Models ◽  
High Acuity ◽  
Time Series Approach ◽  
Comparison Series ◽  
The Impact

Purpose: Assess the impact of 24/7/365 emergency trauma radiology (ETR) coverage on Emergency Department (ED) patient flow in an urban, quaternary-care teaching hospital. Methods: Patient ED visit and imaging information were extracted from the hospital patient care information system for 2008 to 2018. An interrupted time-series approach with a comparison group was used to study the impact of 24/7/365 ETR on average monthly ED length of stay (ED-LOS) and Emergency Physician to disposition time (EP-DISP). Linear regression models were fit with abrupt and permanent interrupts for 24/7/365 ETR, a coefficient for comparison series and a SARIMA error term; subgroup analyses were performed by patient arrival time, imaging type and chief complaint. Results: During the study period, there were 949,029 ED visits and 739,796 diagnostic tests. Following implementation of 24/7/365 coverage, we found a significant decrease in EP-DISP time for patients requiring only radiographs (-29 min;95%CI:-52,-6) and a significant increase in EP-DISP time for major trauma patients (46 min;95%CI:13,79). No significant change in patient throughput was observed during evening hours for any patient subgroup. For overnight patients, there was a reduction in EP-DISP for patients with symptoms consistent with stroke (-78 min;95%CI:-131,-24) and for high acuity patients who required imaging (-33 min;95%CI:-57,-10). Changes in ED-LOS followed a similar pattern. Conclusions: At our institution, 24/7/365 in-house ETR staff radiology coverage was associated with improved ED flow for patients requiring only radiographs and for overnight stroke and high acuity patients. Major trauma patients spent more time in the ED, perhaps reflecting the required multidisciplinary management.

scholarly journals The impact of school choice on student outcomes: an analysis of the Chicago Public Schools

2005 ◽  
Vol 89 (5-6) ◽  
pp. 729-760 ◽  
Author(s):  
Julie Berry Cullen ◽  
Brian A. Jacob ◽  
Steven D. Levitt
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Student Outcomes ◽  
Chicago Public Schools ◽  
The Impact

scholarly journals Accountability and the pressures to exclude: A cautionary tale from England.

2005 ◽  
Vol 13 ◽  
pp. 26 ◽  
Author(s):  
E. Rustique-Forrester
Keyword(s):  
School Choice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
The United States ◽  
International Perspective ◽  
Unintended Consequences ◽  
High Stakes ◽  
Ranking Systems ◽  
Improve Student Performance ◽  
The Impact

Recent studies have produced conflicting findings about whether test-based rewards and sanctions create incentives that improve student performance, or hurdles that increase dropout and pushout rates from schools. This article reports the findings from a study that examined the impact of England's accountability reforms and investigated whether the confluent pressures associated with increased testing, school ranking systems, and other sanctions contributed to higher levels of student exclusion (expulsion and suspension). The study found that England's high-stakes approach to accountability, combined with the dynamics of school choice and other curriculum and testing pressures led to a narrowing of the curriculum, the marginalization of low-performing students, and a climate perceived by teachers to be less tolerant of students with academic and behavioral difficulties. A comparison of higher- and lower-excluding schools, however, found that these effects were more pronounced in the higher-excluding schools, which lacked strong systems and internal structures for supporting staff communication, teacher collaboration, and students' individual needs. The study offers an international perspective on recent trends toward greater accountability in education, pointing to a complex inter-relationship between the pressures of national policies and the unintended consequences on schools' organizational and teachers' instructional capacities. The study's findings raise particular implications for the United States and show that in the design of accountability systems, attention must be paid to how the pressures from accountability will affect the capacity of schools and teachers to respond to students who are low-performing and struggling academically.

Abstract 11233: A Trigger and Response System for Preventing Cardiac Arrest in the Intensive Care Unit

Circulation ◽  
2021 ◽  
Vol 144 (Suppl_2) ◽  
Author(s):  
Ari Moskowitz ◽  
Katherine Berg ◽  
Michael N Cocchi ◽  
Anne V Grossestreuer ◽  
Lakshman Balaji ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Medical Center ◽  
Academic Medical Center ◽  
Interrupted Time Series ◽  
Arrest Rate ◽  
Academic Medical ◽  
Slope Change ◽  
Time Series Approach ◽  
A Prospective Study ◽  
The Impact

Background: Although patients in the ICU are closely monitored, some ICU cardiac arrest events may be preventable. In this study we sought to reduce the rate of ICU cardiac arrests. Methods: This was a prospective study of a novel clinical trigger and response tool deployed in the ICUs of a single, tertiary academic medical center. An interrupted time series approach was used to assess the impact of the tool on ICU cardiac arrests. Results: Forty-three patients experienced an ICU cardiac arrest in the pre-intervention epoch (6.79 arrests per 1000 discharges) and 59 patients experienced an ICU cardiac arrest in the intervention epoch (7.91 arrests per 1000 discharges). In the intervention epoch, the clinical trigger and response tool was activated 106 times over a 1-year period, most commonly due to unexpected new or worsening hypotension. There was no step change in arrest-rate (2.24 arrests/1000 patients, 95%CI -1.82, 6.28, p=0.28) or slope change (-0.02 slope of arrest rate, 95%CI -0.14, 0.11, p=0.79) comparing the pre-intervention and intervention time epochs (see Figure). Cardiac arrests occurring in the pre-intervention epoch were more likely to be deemed ‘potentially preventable’ than those in the intervention epoch (25.6% prior to the intervention vs. 12.3% during the intervention, OR 0.58, 95%CI 0.20, 0.88, p<0.01). Conclusions: A trigger-and-response tool did not reduce the incidence of ICU cardiac arrest. Arrests occurring after introduction of the tool were less likely to be rated as ‘potentially preventable.’

scholarly journals School Choice, School Quality, and Postsecondary Attainment

2014 ◽  
Vol 104 (3) ◽  
pp. 991-1013 ◽  
Author(s):  
David J. Deming ◽  
Justine S. Hastings ◽  
Thomas J. Kane ◽  
Douglas O. Staiger
Keyword(s):  
School Choice ◽  
Degree Completion ◽  
School Quality ◽  
College Preparatory ◽  
College Attainment ◽  
First Choice ◽  
Public School Choice ◽  
Preparatory Course ◽  
The Impact ◽  
Postsecondary Attainment

We study the impact of a public school choice lottery in Charlotte-Mecklenburg schools on college enrollment and degree completion. We find a significant overall increase in college attainment among lottery winners who attend their first-choice school. Using rich administrative data on peers, teachers, course offerings, and other inputs, we show that the impacts of choice are strongly predicted by gains on several measures of school quality. Gains in attainment are concentrated among girls. Girls respond to attending a better school with higher grades and increases in college-preparatory course taking, while boys do not. (JEL D44, H75, I21, I23, J16)

The Political Dynamics of District Reform: The Form and Fate of the Los Angeles Public School Choice Initiative

2016 ◽  
Vol 118 (9) ◽  
pp. 1-54
Author(s):  
Julie A. Marsh
Keyword(s):  
Public School ◽  
Los Angeles ◽  
School Choice ◽  
Education Reform ◽  
Local Environment ◽  
Community Empowerment ◽  
The Political ◽  
Political Dynamics ◽  
Public School Choice

Background Scholars widely acknowledge that politics help explain why policies are adopted and how they play out in states, districts, and schools. To date, political analyses of education reform tend to isolate a particular policy and examine the politics of its adoption or implementation, but pay less attention to the effects of the politics of surrounding reforms and broader issues. Purpose In this article, I use the instrumental case of the Los Angeles Public School Choice Initiative (PSCI) to demonstrate the ways in which the political dynamics of other policy issues in the same local environment greatly affect the form and fate of a reform. The article examines what led to the adoption of PSCI and what explains its implementation and adaptation over time. Research Design The study employed an embedded case study design and gathered 3 years of data from leader interviews, observations, interviews, and focus groups in nine case study schools, media articles, and documents. I drew on an ecological-political framework to analyze these data and to understand the evolution of PSCI. Findings I find that PSCI provided a vehicle to advance the goals of six education reform “subgames”—decentralization, charter expansion, accountability, union reform, academic rigor, and community empowerment—as well as goals of two broader local “games” of electoral politics and bridging, and that each was consequential to at least one or more phase of PSCI. At times in its evolution, players seeking success in one area of reform aligned with, used, or were used by players seeking success in other areas of reform. It is the interactions of these players in relation to the environment and to others working to advance complementary and conflicting reform issues and goals that explains how a reform touted to improve accountability and learning for low-performing schools and to empower the community became a broader referendum on school governance and reform writ large. Conclusions Consistent with recent scholarship, this research demonstrates that an increasingly broad set of actors are engaging in decisions around public schooling and changing the nature of educational governance. The study also illustrates the value of examining local policy with an ecological-political lens and poses several hypotheses that could be explored in future studies. Finally, it suggests that prior to adoption, policymakers consider the extent to which a new policy advances or competes with the goals of surrounding reforms and investigate ways to bolster bridging games.

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