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

2013 ◽  
Vol 5 (4) ◽  
pp. 28-60 ◽  
Author(s):  
Will Dobbie ◽  
Roland G Fryer
Keyword(s):  
New York ◽  
New York City ◽  
Charter Schools ◽  
Effective Schools ◽  
School Effectiveness ◽  
Instructional Time ◽  
High Expectations ◽  
Per Pupil Expenditure ◽  
Use Of Data ◽  
The Veil

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)

The Use of Data to Assist in the Design of a New Service System for Homeless Veterans in New York City

2007 ◽  
Vol 79 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Claire Henderson ◽  
Jay Bainbridge ◽  
Kim Keaton ◽  
Martha Kenton ◽  
Meghan Guz ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Service System ◽  
Use Of Data ◽  
Homeless Veterans

scholarly journals Do Parents Value School Effectiveness?

2020 ◽  
Vol 110 (5) ◽  
pp. 1502-1539 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Parag A. Pathak ◽  
Jonathan Schellenberg ◽  
Christopher R. Walters
Keyword(s):  
High School ◽  
New York ◽  
School Choice ◽  
Effective Schools ◽  
School Effectiveness ◽  
College Attendance ◽  
Long Run ◽  
School Graduation ◽  
Academic Match ◽  
School Assignment

School choice may lead to improvements in school productivity if parents’ choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high school assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation, college attendance, and college quality. Parents prefer schools that enroll high-achieving peers, and these schools generate larger improvements in short- and long-run student outcomes. Preferences are unrelated to school effectiveness and academic match quality after controlling for peer quality. (JEL D12, H75, I21, I26, I28)

scholarly journals The Use of Data to Assist in the Design of a New Service System for Homeless Veterans in New York City

2008 ◽  
Vol 79 (1) ◽  
pp. 19-19 ◽  
Author(s):  
Claire Henderson ◽  
Jay Bainbridge ◽  
Kim Keaton ◽  
Martha Kenton ◽  
Meghan Guz ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Service System ◽  
Use Of Data ◽  
Homeless Veterans

School Characteristics and Teacher Policy Influence: Evidence From New York City

2016 ◽  
Vol 32 (7) ◽  
pp. 1041-1069
Author(s):  
Eric William Shannon ◽  
Argun Saatcioglu
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Charter Schools ◽  
York City ◽  
Future Research ◽  
Data Set ◽  
Policy Influence ◽  
Charter School Movement ◽  
Teacher Policy

Proponents of the charter school movement often claim that the decentralized, autonomous nature of charter schools from district and state authority allows teachers greater influence over school policy both instructionally and administratively. Using a data set of 1,427 New York City schools, we empirically examine the extent to which organizational characteristics predict the amount of policy influence charter schools and traditional public schools grant to teachers. Results indicate not only do charter schools grant their teachers less policy influence but also other organizational features are stronger predictors of teacher policy influence including several nonlinear relationships. Directions for future research are discussed.

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