School Effects Revisited: The Size, Stability, and Persistence of Middle Schools' Effects on Academic Outcomes

Autor/inn/en	Lloyd, Tracey; Schachner, Jared N.
Titel	School Effects Revisited: The Size, Stability, and Persistence of Middle Schools' Effects on Academic Outcomes
Quelle	In: American Educational Research Journal, 58 (2021) 4, S.748-784 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220948460
Schlagwörter	School Size; Institutional Characteristics; Middle School Students; Outcomes of Education; School Effectiveness; Academic Achievement; Hierarchical Linear Modeling; Public Schools; Enrollment; Teacher Effectiveness; Persistence; Massachusetts + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lernleistung; Schulerfolg; Schuleffizienz; Schulleistung; Public school; Öffentliche Schule; Einschulung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausdauer; Master-Studiengang
Abstract	Since the early 2000s, educational evaluation research has primarily centered on teachers', rather than schools', contributions to students' academic outcomes due to concerns that estimates of the latter were smaller, less stable, and more prone to measurement error. We argue that this disparity should be reduced. Using administrative data from three cohorts of Massachusetts public school students (N = 123,261) and two-level models, we estimate middle schools' value-added effects on eighth-grade and 10th-grade math scores and, importantly, a non-test score outcome: 4-year college enrollment. Comparing our results to teacher-centered studies, we find that school effects (encompassing both teaching- and nonteaching-related factors) are initially smaller but nearly as stable and perhaps more persistent than are individual teacher effects. Our study motivates future research estimating the long-term effects of both teachers and schools on a wide range of outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01