District Changes in Student Achievement and Local Practice under Georgia's District and School Flexibility Policy. REL 2021-051

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Autor/inn/en	Williams, Ryan; Rudo, Zena; Austin, Megan
Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Southeast (ED); Florida State University
Titel	District Changes in Student Achievement and Local Practice under Georgia's District and School Flexibility Policy. REL 2021-051
Quelle	(2020), (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Policy; School Districts; Accountability; Performance Contracts; Educational Innovation; Achievement Gains; Charter Schools; Reading Achievement; Mathematics Achievement; Language Arts; Academic Achievement; Urban Schools; Suburban Schools; Rural Schools; Elementary Secondary Education; Algebra; Rural Urban Differences; Time; Adoption (Ideas); College Readiness; Career Readiness; Dual Enrollment; Nontraditional Education; Scheduling; Formative Evaluation; Early Intervention; Teacher Certification; Teaching Conditions; Teacher Recruitment; Teacher Student Ratio; Class Size; School Schedules; Faculty Development; Teacher Salaries; Educational Finance; State Aid; Federal Aid; Human Resources; Program Effectiveness; Family Involvement; Discipline; Educational Environment; Online Courses; Blended Learning; Safety; Individualized Instruction; Georgia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; School district; Schulbezirk; Verantwortung; Leistungsvereinbarung; Instructional innovation; Bildungsinnovation; Achievement gain; Leistungssteigerung; Charter school; Charter-Schule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen; Stadt-Land-Beziehung; Zeit; Ideas; Ideenfindung; Doppelstudium; Non-traditional education; Alternative Erziehung; Disposition; Lehrbedingungen; Unterrichtsbedingungen; Lehrerrekrutierung; Lehrer-Schüler-Relation; Klassengröße; Schulzeiteinteilung; Lehrerbesoldung; Lehrervergütung; Bildungsfonds; Humankapital; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Online course; Online-Kurs; Sicherheit; Individualisierender Unterricht
Abstract	In 2007 Georgia instituted a flexibility policy through which school districts enter into performance contracts with the state, receiving waivers from state rules, provisions, and guidelines in exchange for agreeing to meet annual accountability targets. The performance contracts are intended to incentivize innovations that increase achievement among all students. Between 2008/09 and 2016/17, 178 of Georgia's 180 districts entered into a performance contract. The Georgia Department of Education requested an analysis of how student achievement changed after districts adopted a performance contract and what factors were related to those changes. The department also requested information on how districts used their performance contract to prioritize innovations in local practice. Overall, the study found little evidence that changes in student achievement coincided with adopting a performance contract but found significant variation in changes in achievement across districts, once other factors were adjusted for. Changes in achievement were largely unrelated to district characteristics, including urbanicity, timing of performance contract adoption, and district type, or features of the performance contract. District leaders reported prioritizing innovations related to college and career readiness, teacher certification requirements, instructional spending, and funding for school improvement after adopting a performance contract. Leaders perceived broad benefits from the priority innovations they identified, especially for staff and school climate, but also indicated that waivers were not required to implement many of the innovations. Despite the perceived benefits, changes in achievement were largely unrelated to the academic, human resources, and financial innovations that district leaders reported prioritizing after adopting a performance contract. [For the appendixes, see ED609822; for the study snapshot, see ED609824.] (As Provided).
Anmerkungen	Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/southeast/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01