Does Whole-School Reform Boost Student Performance? The Case of New York City

Robert Bifulco (), William Duncombe and John Yinger
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Robert Bifulco: Center for Policy Research, Maxwell School, Syracuse University, 426 Eggers Hall, Syracuse, NY 13244, https://www.maxwell.syr.edu/directory/robert-bifulco

No 55, Center for Policy Research Working Papers from Center for Policy Research, Maxwell School, Syracuse University

Abstract: Thousands of schools around the country have implemented whole-school reform programs to boost student performance. This paper uses quasi-experimental methods to estimate the impact of whole-school reform on students' reading performance in New York City, where various reform programs were adopted in dozens of troubled elementary schools in the mid-1990s. This paper complements studies based on random assignment by examining a broad-based reform effort and explicitly accounting for implementation quality. Two popular reform programs--the School Development and Success for All--do not significantly increase reading scores but might have if they had been fully implemented. The More Effective Schools program does boost reading scores, particularly for the poorest students, but only when program "trainers" remain in the school and the students are native English speakers.

JEL-codes: I21 (search for similar items in EconPapers)
Pages: 48 pages
Date: 2003-09
New Economics Papers: this item is included in nep-edu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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https://surface.syr.edu/cpr/108/ (application/pdf)

Related works:
Journal Article: Does whole-school reform boost student performance? The case of New York City (2005)
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Persistent link: https://EconPapers.repec.org/RePEc:max:cprwps:55

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