So Many Educational Service Providers, so Little Evidence

Autor/inn/en	Meyers, Coby V.; VanGronigen, Bryan A.
Titel	So Many Educational Service Providers, so Little Evidence
Quelle	In: American Journal of Education, 125 (2018) 1, S.109-139 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	Educational Improvement; School Turnaround; Web Sites; State Boards of Education; Elementary Secondary Education; Academic Achievement; Outcomes of Education; Educational Policy; Services + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Web-Design; Schulleistung; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Dienstleistung
Abstract	More than 15 years after the passage of No Child Left Behind, billions of dollars have been spent on school-turnaround policies and initiatives. Yet, this growing "school improvement industry" has received surprisingly little consideration. This study is an initial effort to begin to better understand this industry's supply side. We use qualitative research techniques to analyze the websites of 151 school-turnaround providers that have been endorsed, either directly or indirectly, by 13 state education agencies with publicly available lists of providers. In addition, we conduct a systematic review of the research evidence behind each provider, finding that the types of providers and the services that they purport offering vary considerably. Approximately 50% of providers indicate being research based, but 11% have evidence of impact on student achievement outcomes generally, and only 5% in turnaround contexts specifically. We consider several tensions in policy and practice that arise from this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01