School Crowding, Year-Round Schooling, and Mobile Classroom Use: Evidence from North Carolina

Autor/inn/en	McMullen, Steven C.; Rouse, Kathryn E.
Titel	School Crowding, Year-Round Schooling, and Mobile Classroom Use: Evidence from North Carolina
Quelle	In: Economics of Education Review, 31 (2012) 5, S.812-823 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2012.05.005
Schlagwörter	Academic Achievement; Reading Achievement; Individual Characteristics; Crowding; Mobile Classrooms; Educational Policy; Policy Analysis; Models; Mathematics Achievement; Educational Environment; Data Analysis; Outcome Measures; Year Round Schools; School Schedules; Economics; North Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Leseleistung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Politics of education; Bildungspolitik; Politikfeldanalyse; Analogiemodell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Auswertung; Year round school; Year-round school; Year-round schools; Ganzjahresschule; Schulzeiteinteilung; Volkswirtschaftslehre
Abstract	This study exploits a unique policy environment and a large panel dataset to evaluate the impact of school crowding on student achievement in Wake County, NC. We also estimate the effects of two education policy initiatives that are often used to address crowding: multi-track year-round calendars and mobile classrooms. We estimate a multi-level fixed effects model to identify effects that are not confounded by other school, family, and individual characteristics. Results suggest that severely crowded schools have a negative impact on reading achievement but have no discernable impact on math achievement. Both mobile classrooms and year-round calendars are found to have a small negative impact on achievement in the absence of crowding, but a positive impact in crowded schools, though these policies are only able to partially offset the negative impact of crowding. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10