Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies

Autor/inn/en	Schueler, Beth E.; Asher, Catherine Armstrong; Larned, Katherine E.; Mehrotra, Sarah; Pollard, Cynthia
Titel	Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies
Quelle	In: American Educational Research Journal, 59 (2022) 5, S.975-1010 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asher, Catherine Armstrong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312211060855
Schlagwörter	Low Achievement; Institutional Characteristics; Kindergarten; Elementary Secondary Education; Meta Analysis; Educational Improvement; Federal Legislation; Educational Legislation; School Turnaround; Educational Policy; Intervention; Policy Analysis; Mathematics Achievement; English; Language Arts; High Stakes Tests; Mathematics Tests; Achievement Gains; Time Factors (Learning); Outcomes of Education; Educational Change; Prediction; Hispanic American Students; Race; Accountability; Federal Aid; Research Reports + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Meta-analysis; Metaanalyse; Teaching improvement; Unterrichtsentwicklung; Bundesrecht; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Politikfeldanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English language; Englisch; Sprachkultur; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Bildungsreform; Vorhersage; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Verantwortung; Research report; Forschungsbericht
Abstract	The public narrative surrounding efforts to improve low-performing K-12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of post-No Child Left Behind Act turnaround policies. On average, policies had moderate positive effects on math and no effect on English Language Arts achievement on high-stakes exams. We find positive impacts on low-stakes exams and no evidence of harm on non-test outcomes. Extended learning time and teacher replacements predict greater effects. Contexts serving majority-Latina/o populations saw the largest improvements. We cannot rule out publication bias entirely but find no differences between peer-reviewed versus non-peer-reviewed estimates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01