Small High Schools and Student Achievement: Lottery-Based Evidence from New York City. NBER Working Paper No. 19576

Autor/inn/en	Abdulkadiroglu, Atila; Hu, Weiwei; Pathak, Parag A.
Institution	National Bureau of Economic Research
Titel	Small High Schools and Student Achievement: Lottery-Based Evidence from New York City. NBER Working Paper No. 19576
Quelle	(2013) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Small Schools; High Schools; Selective Admission; Competitive Selection; Admission (School); Urban Schools; Attendance; Academic Achievement; Graduation Rate; College Attendance; School Effectiveness; Surveys; Feedback (Response); School Safety; Cooperation; School Size; Change Strategies; Achievement Gains; New York + Suchen Sie Ihr Suchwort? School; Schools; Schule; High school; Oberschule; Bildungsselektion; Urban area; Urban areas; Stadtregion; Stadt; Anwesenheit; Schulleistung; College; Colleges; Attendance; Hochschule; Fachhochschule; Schuleffizienz; Survey; Umfrage; Befragung; Co-operation; Kooperation; Lösungsstrategie; Achievement gain; Leistungssteigerung
Abstract	One of the most wideranging reforms in public education in the last decade has been the reorganization of large comprehensive high schools into small schools with roughly 100 students per grade. We use assignment lotteries embedded in New York City's high school match to estimate the effects of attendance at a new small high school on student achievement. More than 150 unselective small high schools created between 2002 and 2008 have enhanced autonomy, but operate withindistrict with traditional public school teachers, principals, and collectivelybargained work rules. Lottery estimates show positive score gains in Mathematics, English, Science, and History, more credit accumulation, and higher graduation rates. Small school attendance causes a substantial increase in college enrollment, with a marked shift to CUNY institutions. Students are also less likely to require remediation in reading and writing when at college. Detailed school surveys indicate that students at small schools are more engaged and closely monitored, despite fewer course offerings and activities. Teachers report greater feedback, increased safety, and improved collaboration. The results show that school size is an important factor in education production and highlight the potential for within-district reform strategies to substantially improve student achievement. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01