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Evaluating effects of school reform:...

Kim, Dae Yeop.

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Evaluating effects of school reform: Evidence from New York City public schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluating effects of school reform: Evidence from New York City public schools./
作者:	Kim, Dae Yeop.
面頁冊數:	153 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 4182.
Contained By:	Dissertation Abstracts International66-11A.
標題:	Political Science, Public Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3193356
ISBN:	9780542379147

Evaluating effects of school reform: Evidence from New York City public schools.
Kim, Dae Yeop.

Evaluating effects of school reform: Evidence from New York City public schools. - 153 p.

Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 4182.

Thesis (Ph.D.)--New York University, 2006.

In the late 1990's, New York City public schools adopted two significant school-reform initiatives. One is Performance Driven Budgeting (PDB), which transferred control over resources from central authorities to school-level decision makers, and the other is a test-based accountability system that assesses school performance based on average student tests scores and imposes sanctions on lower performing schools. This dissertation presents data-based assessment results on the effects of the two education reform initiatives.

ISBN: 9780542379147Subjects--Topical Terms:

1017438
Political Science, Public Administration.

Evaluating effects of school reform: Evidence from New York City public schools.
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245 1 0 $a Evaluating effects of school reform: Evidence from New York City public schools.
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502 $a Thesis (Ph.D.)--New York University, 2006.
520 $a In the late 1990's, New York City public schools adopted two significant school-reform initiatives. One is Performance Driven Budgeting (PDB), which transferred control over resources from central authorities to school-level decision makers, and the other is a test-based accountability system that assesses school performance based on average student tests scores and imposes sanctions on lower performing schools. This dissertation presents data-based assessment results on the effects of the two education reform initiatives.
520 $a Using both school and student level data, this dissertation, first, evaluates whether the PDB initiative affected the ways that schools distribute their expenditures and the test scores of students in the schools. Based on five-year (1995-96 through 1999-00) panel data on 606 New York City elementary schools, the school-level analysis finds a positive impact of PDB on grade 4 reading and math and grade 5 math test scores. The school-level analysis on the effect of PDB to resource allocation shows that there was not a large effect. The positive impact of PDB on the test scores are also reconfirmed by the student-level analyses that are conducted (i) using five years of cross-section data on the 4th and 5th grade students attending the 606 sample schools for academic years 1995-96 through 1999-00 and (ii) five-year panel data on the 3rd grade cohort beginning in the 1995-96 school year.
520 $a The second part of this dissertation evaluates the New York State mandated test-based reform that imposes sanctions on schools with high failure rates for the state reading and mathematics exams given to 4th graders. In particular, I examine whether the new test-based accountability system has led to higher retention rates for low-performing 3rd graders and/or has increased the percentages of 4th graders granted exemptions from the state reading and math tests. Findings suggest that New York City schools attempt to maximize ratings under the new state accountability system by excluding low performing 4th graders from the state tests and by retaining more low scoring students in the 3rd grade in which students do not take the high-stakes reading and math tests.
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