scholarly journals Partial identification of the distribution of treatment effects with an application to the Knowledge is Power Program (KIPP)

2021 ◽  
Vol 12 (1) ◽  
pp. 143-171 ◽  
Author(s):  
Brigham R. Frandsen ◽  
Lars J. Lefgren
Keyword(s):  
Student Achievement ◽  
Charter School ◽  
Joint Distribution ◽  
Treatment Effects ◽  
Math Achievement ◽  
Partial Identification ◽  
Traditional Classroom ◽  
Potential Outcomes ◽  
Knowledge Is Power Program

We bound the distribution of treatment effects under plausible and testable assumptions on the joint distribution of potential outcomes, namely that potential outcomes are mutually stochastically increasing. We show how to test the empirical restrictions implied by those assumptions. The resulting bounds substantially sharpen bounds based on classical inequalities. We apply our method to estimate bounds on the distribution of effects of attending a Knowledge is Power Program (KIPP) charter school on student achievement, and find that a substantial majority of students' math achievement benefited from attendance, especially those who would have fared poorly in a traditional classroom.

The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement

2018 ◽  
Vol 55 (5) ◽  
pp. 742-780 ◽  
Author(s):  
Joo-Ho Park ◽  
In Heok Lee ◽  
North Cooc
Keyword(s):  
Student Achievement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Math Achievement ◽  
Teacher Expectations ◽  
Collective Responsibility ◽  
School Level ◽  
Principal Support ◽  
Group Level

Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant. Implications: Focusing on how a school-level mechanism influences student achievement provides a better understanding of sustaining high school performance through school reform initiatives (e.g., principal leadership training, building professional learning communities, or interventions to improve group-level teachers’ expectations). To improve student achievement, the current study emphasizes why principals should give more attention to exerting supportive and egalitarian leadership that can contribute to a school’s positive climate and lead to changing teachers’ instructional behaviors and attitudes, rather than focusing on directive or restrictive leadership and managing behaviors.

Policy, Poverty, and Student Achievement: An Exploration of the Impact of State Policies

2018 ◽  
Vol 34 (4) ◽  
pp. 674-704
Author(s):  
Nicola A. Alexander ◽  
Sung Tae Jang
Keyword(s):  
Student Achievement ◽  
Economically Disadvantaged ◽  
Math Achievement ◽  
Teacher Evaluations ◽  
State Policies ◽  
Teacher Assessment ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Assessment Policies ◽  
The Impact

This article explores the associations between the achievement of economically disadvantaged students and the presence of state policies that include student achievement in teacher evaluations. We looked at student achievement across all 50 states from 2007 through 2013. A simple comparison of states with and without the policy suggested that economically disadvantaged students had similar or slightly lower reading and lower math achievement in those states with the policy than in states without it. Once state context was considered, we found that states that included student achievement in teacher assessment policies had slightly higher reading achievement among economically disadvantaged students than they would have had otherwise. We found no similar impact on math achievement. This policy did not reduce the gaps in achievement between economically disadvantaged students and their more affluent peers. Combined, these findings indicate that including student achievement in teacher assessment models did not eliminate poverty-induced educational disparities in the system.

Charter school authorizers and student achievement

2012 ◽  
Vol 31 (2) ◽  
pp. 254-267 ◽  
Author(s):  
Deven Carlson ◽  
Lesley Lavery ◽  
John F. Witte
Keyword(s):  
Student Achievement ◽  
Charter School

Combining planned and discovered comparisons in observational studies

Biostatistics ◽  
2018 ◽  
Vol 21 (3) ◽  
pp. 384-399 ◽  
Author(s):  
Paul R Rosenbaum
Keyword(s):  
Cognitive Decline ◽  
Observational Studies ◽  
Multiple Testing ◽  
Joint Distribution ◽  
Treatment Effects ◽  
A Priori ◽  
Principal Component ◽  
R Package ◽  
Test Statistic

Summary In observational studies of treatment effects, it is common to have several outcomes, perhaps of uncertain quality and relevance, each purporting to measure the effect of the treatment. A single planned combination of several outcomes may increase both power and insensitivity to unmeasured bias when the plan is wisely chosen, but it may miss opportunities in other cases. A method is proposed that uses one planned combination with only a mild correction for multiple testing and exhaustive consideration of all possible combinations fully correcting for multiple testing. The method works with the joint distribution of $\kappa^{T}\left( \mathbf{T}-\boldsymbol{\mu}\right) /\sqrt {\boldsymbol{\kappa}^{T}\boldsymbol{\Sigma\boldsymbol{\kappa}}}$ and $max_{\boldsymbol{\lambda}\neq\mathbf{0}}$$\,\lambda^{T}\left( \mathbf{T} -\boldsymbol{\mu}\right) /$$\sqrt{\boldsymbol{\lambda}^{T}\boldsymbol{\Sigma \lambda}}$ where $\kappa$ is chosen a priori and the test statistic $\mathbf{T}$ is asymptotically $N_{L}\left( \boldsymbol{\mu},\boldsymbol{\Sigma}\right) $. The correction for multiple testing has a smaller effect on the power of $\kappa^{T}\left( \mathbf{T}-\boldsymbol{\mu }\right) /\sqrt{\boldsymbol{\kappa}^{T}\boldsymbol{\Sigma\boldsymbol{\kappa} }}$ than does switching to a two-tailed test, even though the opposite tail does receive consideration when $\lambda=-\kappa$. In the application, there are three measures of cognitive decline, and the a priori comparison $\kappa$ is their first principal component, computed without reference to treatment assignments. The method is implemented in an R package sensitivitymult.

A case study of student achievement in a secondary charter school

2014 ◽  
Vol 26 (3) ◽  
pp. 20-38 ◽  
Author(s):  
Li-Ching Hung ◽  
Folashade Badejo ◽  
Jo Bennett
Keyword(s):  
Student Achievement ◽  
Charter School
Sign in / Sign up

Export Citation Format

Share Document