scholarly journals Measuring Investment in Education

1996 ◽  
Vol 10 (4) ◽  
pp. 9-30 ◽  
Author(s):  
Eric A Hanushek
Keyword(s):  
Human Capital ◽  
Student Achievement ◽  
Public Schools ◽  
Education Policy ◽  
Student Performance ◽  
School Quality ◽  
Policy Instruments ◽  
Economic Research ◽  
Performance Incentives ◽  
Education Resources

Historic debates about the measurement of capital are even more complicated in the case of education and human capital. As extensive research demonstrates, education resources are not consistently related to student performance in existing elementary and secondary schools. This inefficiency in public schools implies that spending and resource measures do not accurately capture variations in school quality. This finding then has clear implications for both education policy and economic research. Because school inputs are poor policy instruments, an alternative policy focus that appears much more productive is performance incentives related to student achievement.

scholarly journals Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

2016 ◽  
Vol 39 (1) ◽  
pp. 54-76 ◽  
Author(s):  
Melinda Adnot ◽  
Thomas Dee ◽  
Veronica Katz ◽  
James Wyckoff
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Student Performance ◽  
Teacher Turnover ◽  
School Quality ◽  
Poor Performance ◽  
Negative Effects ◽  
Policy Regime ◽  
Positive Effects ◽  
Quasi Experimental

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 standard deviation ( SD) in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant.

The Impact of Teacher Labor Market Reforms on Student Achievement: Evidence from Michigan

2021 ◽  
pp. 1-43
Author(s):  
Kaitlin P. Anderson ◽  
Joshua M. Cowen ◽  
Katharine O. Strunk
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Collective Bargaining ◽  
Student Performance ◽  
State Legislature ◽  
Collective Bargaining Agreement ◽  
Teacher Labor Market ◽  
Laws And Policies ◽  
Teacher Contracts ◽  
The Impact

Abstract Over the past decade, many states enacted substantial reforms to teacher-related laws and policies. In Michigan, the state legislature implemented requirements for teacher evaluation based partly on student achievement, reduced tenure protections, and restricted the scope of teacher collective bargaining. Some teacher advocates view such reform as a “war on teachers,” but proponents argue these policies may have enabled personnel decisions that positively impact student performance. Evidence on this debate remains limited. In this study, we use detailed administrative data from all Michigan traditional public schools from 2005-06 to 2014-15. We estimate event study models exploiting the plausibly exogenous timing of collective bargaining agreement expirations. Across a variety of samples and specification checks, we find these reforms had generally null results, with some evidence of heterogeneity by cohort. We investigate several possible mechanisms and conclude that districts with more restrictive teacher contracts prior to reform and districts with more rigorous use of teacher evaluations experienced more positive impacts after reform exposure.

Contradictions Resolved: An Analysis of Two Theories of the Achievement Gap

2017 ◽  
Vol 119 (6) ◽  
pp. 1-42
Author(s):  
Stuart S. Yeh
Keyword(s):  
Student Achievement ◽  
Achievement Gap ◽  
Student Performance ◽  
School Quality ◽  
Reliability And Validity ◽  
Value Added ◽  
Theoretical Explanation ◽  
Structural Factors ◽  
Nationally Representative ◽  
K 12

Background Value-added modeling (VAM) has been used to rank teachers and assess teacher and school quality. The apparent relationship between value-added teacher rankings and gains in student performance provide a foundation for the view that the contribution of teachers to student performance is the largest factor influencing student achievement, suggesting that differences in teacher quality might explain the persistence of the gap in student achievement as students advance throughout the K–12 years. However, several studies raise questions about the reliability and validity of VAM. Purpose The purpose of this article is to reconcile the evidence that the contribution of teachers to student achievement is large with the evidence that value-added rankings are unreliable and possibly invalid. Design The method involves an analytical review of the available evidence, development of a theoretical explanation for the contradictory results, and a test of this explanation using path analysis with three longitudinal datasets involving nationally representative samples of schools and students. Conclusion The hypothesis that the contribution of teachers to student performance is the strongest factor influencing student achievement is not supported. A stronger factor is the degree to which students believe that they are proficient students. This is consistent with the view that the persistence of the achievement gap is better explained as the outcome of structural factors embedded in the conventional model of schooling that undermines the self-efficacy, engagement, effort, and achievement of students who enter kindergarten performing below the level of their more advantaged peers.

scholarly journals Do Teacher Assistants Improve Student Outcomes? Evidence From School Funding Cutbacks in North Carolina

2021 ◽  
Vol 43 (2) ◽  
pp. 280-304 ◽  
Author(s):  
Steven W. Hemelt ◽  
Helen F. Ladd ◽  
Calen R. Clifton
Keyword(s):  
North Carolina ◽  
Student Achievement ◽  
Public Schools ◽  
Student Performance ◽  
Effective Means ◽  
School Funding ◽  
Cost Effective ◽  
School Students ◽  
Teacher Assistants ◽  
Positive Effects

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 assistants, controlling for other staff, on measures of student achievement. We find consistent evidence of positive effects of teacher assistants, an understudied staffing category, on student performance in reading and math. We also find larger positive effects of teacher assistants on achievement outcomes for students of color and students in high-poverty schools than for White students and students in more affluent schools. We conclude that teacher assistants are a cost-effective means of raising student achievement, especially in reading.

scholarly journals Charter Schools and Student Achievement in Florida

2006 ◽  
Vol 1 (1) ◽  
pp. 91-122 ◽  
Author(s):  
Tim R. Sass
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
Fixed Effects ◽  
School Quality ◽  
School Students ◽  
Public School Students ◽  
Traditional Public Schools ◽  
Traditional Public School

I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.

Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung

2006 ◽  
Vol 7 (3) ◽  
pp. 417-444 ◽  
Author(s):  
Ludger Wößmann
Keyword(s):  
Student Achievement ◽  
Education Policy ◽  
Student Performance ◽  
Teaching Methods ◽  
International Student ◽  
School Systems ◽  
Publicly Funded ◽  
Micro Data ◽  
Personnel Decisions ◽  
Cross Country

AbstractEvidence using micro data from four international student achievement tests shows that institutional features that ensure competition, autonomy and accountability in school systems are key to high student performance. The lessons that education policy can learn from the cross-country evidence include that students perform better (a) in countries with more competition from privately managed but publicly funded schools, (b) in schools with autonomy in process and personnel decisions, (c) if teachers have both incentives and powers to select appropriate teaching methods, (d) if parents take interest in teaching matters and (e) if students and schools are held accountable by external examinations

The Impact of Principal Attrition and Replacement on Indicators of School Quality

2021 ◽  
pp. 1-26
Author(s):  
Marcus A. Winters ◽  
Brian Kisida ◽  
Ikhee Cho
Keyword(s):  
New York ◽  
Public Schools ◽  
School Quality ◽  
Causal Effect ◽  
New Principal ◽  
Study Approach ◽  
Leadership Transitions ◽  
Principal Attrition ◽  
Negative Effect ◽  
The Impact

Abstract Transitions to a new principal are common, especially within urban public schools, and potentially highly disruptive to a school's culture and operations. We use longitudinal data from New York City to investigate if the effect of principal transitions differs by whether the incoming principal was hired externally or promoted from within the school. We take advantage of variation in the timing of principal transitions within an event-study approach to estimate the causal effect of principal changes. Changing principals has an immediate negative effect on student test scores that is sustained over several years regardless of whether hired internally or externally. However, externally hired principals lead to an increase in teacher turnover and a decline in perceptions of the school's learning environment, whereas transitions to an internally promoted principal have no such effects. This pattern of results raises important questions about leadership transitions and the nature of principal effects on school quality.

scholarly journals Content characteristics and aspectization of components of human capital structure

2020 ◽  
pp. 42-48
Author(s):  
Nadiia Benko
Keyword(s):  
Human Capital ◽  
Capital Structure ◽  
Social Development ◽  
Educational Process ◽  
Economic Research ◽  
Human Potential ◽  
Main Element ◽  
System Component ◽  
Reproductive Process ◽  
Potential Capacity

Purpose. The aim of the article is to clarify the various approaches to the interpretation of the essence and significance of human capital for the development of a modern theoretical basis for human capital development in the economy. Methodology of research. The theoretical and methodological bases of the study are the fundamental provisions of modern economic theory, research of domestic and foreign scientists. Systemic, process, historical and logical approaches were used to achieve the goal and defined tasks. General scientific methods were used in the process of research: comparison – in determining the differences in the interpretation of the essence of human capital by different scientists; analysis – in determining the quantitative and qualitative parameters of human capital; synthesis – in determining the components of the structure of human capital, which are the objects of management and measurement and the system of indicators, which are the objects of management of its structure; induction and deduction – in determining approaches to the essence of human capital and aspecting the components of the structure of human capital. Also special methods of economic research were used: grouping – in determining aspects of the components of the structure of human capital and their effectiveness, indicators of human capital; tabular and graphic – when systematizing the components of the structure and indicators of human capital, aspectization of human capital; analysis at the macroeconomic level - in determining trends in the concept of human capital. Findings. As a result of studying of human capital it is established that: human capital is the ability to bring benefits (correlated with the concept of "labour"); human capital is a stock (correlated with the concept of "asset" which is temporarily not used); human capital is a resource (correlated with the concept of "asset" which is used); human capital is a potential (correlated with the concept of "asset" which can be used to a limited extent based on the used set of potential capacity or sources of potential capacity); human capital is a source of income (correlated with the amount of income); human capital is a special form of capital (acts in the form of interaction of needs and abilities of the subject); human capital is a form of realization of economic relations. Originality. Theoretical provisions on the essence of human capital as an economic category were clarified, in which human capital is the carrier of systemic relations of the reproductive process of society Namely, system-component approach in the interpretation of the "human capital" term was substantiated, which, in contrast to the existing approach, defines the composition and aspects of component structure of human capital, which reveals the internal organization of human capital and the relationship of its constituent components, i.e. those that were obtained biologically, those that were obtained in society, those that formed the carrier of human capital as the main element of the productive forces. Practical value. The practical significance lies in increased scientific reasoning of theoretical provisions and practical measures to ensure the mechanism of state regulation of the reproduction of human capital in accordance with the transformational changes in social relations and market conditions, as well as globalization processes. The author's proposals can be used by the Ministry of Labour and Social Policy, in developing strategies and concepts of social development of countries, or by the Ministry of Economics, in developing economic and social development projects of Ukraine, educational process of higher education institutions of Ukraine. Key words: capital, human capital, human potential, theory of human capital, concept of human capital, system approach, structural and functional approach, management approach, components of human capital structure, aspectization.

scholarly journals Neoliberal epistemology: From the impossibility of knowing to human capital

2013 ◽  
Vol 24 (4) ◽  
pp. 63-83 ◽  
Author(s):  
Primoz Krasovec
Keyword(s):  
Human Capital ◽  
Problem Solving ◽  
Education Policy ◽  
Knowledge Society ◽  
Education Reforms ◽  
Learning To Learn ◽  
Economic Theories ◽  
Life Long Learning ◽  
History Of ◽  
Uncritical Acceptance

Today?s discussions on education policy mostly consist of uncritical shuffling of allegedly neutral and merely technical or practical notions such as life-long learning, learning to learn or problem-solving and are based on similarly uncritical acceptance of socio-economic theories of the knowledge society, which is supposed to present an objective framework of education reforms. The aim of this article is to sketch the history of mentioned notions and to present a critique of theories of the knowledge society through an analysis of its tacit political content. To this aim, we took upon early neoliberal epistemology (Hayek and Polanyi) as well as its transition towards theories of human capital (Drucker and Machlup).

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