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Schwartz, Amy Ellen – Education Finance and Policy, 2010
Research in education finance and policy has flourished over the past twenty years as No Child Left Behind (NCLB) and a wide range of school reform efforts spurred demand for scientific evidence identifying "what works." Research funding has been generous, buoyed by both favorable economic conditions and the sense that research will provide…
Descriptors: Educational Finance, Educational Policy, Educational Research, Research Methodology
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Stiefel, Leanna; Schwartz, Amy Ellen; Rotenberg, Anne – Education Finance and Policy, 2011
In the spring of 2008 the authors surveyed members of the American Education Finance Association (AEFA) to gain insight into their views on education policy issues. The results summarize opinions of this broad group of education researchers and practitioners, providing AEFA members and education leaders with access to views that may be helpful as…
Descriptors: Achievement Gap, School Choice, Finance Reform, Educational Finance
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Corcoran, Sean P.; Schwartz, Amy Ellen; Weinstein, Meryle – Educational Evaluation and Policy Analysis, 2012
The New York City Leadership Academy represents a unique experiment by a large urban school district to train and develop its own school leaders. Its 14-month Aspiring Principals Program (APP) selects and prepares aspiring principals to lead low-performing schools. This study provides the first systematic evaluation of achievement in APP-staffed…
Descriptors: Urban Schools, Language Arts, Principals, Leadership Training
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Schwartz, Amy Ellen; Stiefel, Leanna; Rubenstein, Ross; Zabel, Jeffrey – Educational Evaluation and Policy Analysis, 2011
Although rearranging school organizational features is a popular school reform, little research exists to inform policymakers about how grade spans affect achievement. This article examines how grade spans and the school transitions that students make between fourth and eighth grade shape student performance in eighth grade. The authors estimate…
Descriptors: School Organization, Educational Change, Grouping (Instructional Purposes), Grade 8
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Schwartz, Amy Ellen; Stiefel, Leanna – Education Finance and Policy, 2006
Public schools across the United States are educating an increasing number and diversity of immigrant students. Unfortunately, little is known about their performance relative to native-born students and the extent to which the "nativity gap" might be explained by school and demographic characteristics. This article takes a step toward filling…
Descriptors: Urban Schools, Mathematics Tests, Immigrants, Reading Tests
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Rubenstein, Ross; Schwartz, Amy Ellen; Stiefel, Leanna; Zabel, Jeffrey – Education Finance and Policy, 2009
Reorganizing primary school grade spans is a tractable and relatively inexpensive school reform. However, assessing the effects of reorganization requires also examining other organizational changes that may accompany grade span reforms. Using data on New York City public schools from 1996 to 2002 and exploiting within-school variations, we…
Descriptors: Class Size, School Size, School Districts, Academic Achievement
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Stiefel, Leanna; Schwartz, Amy Ellen; Iatarola, Patrice; Chellman, Colin C. – Economics of Education Review, 2009
With the financial support of several large foundations and the federal government, creating small schools has become a prominent high school reform strategy in many large American cities. While some research supports this strategy, little research assesses the relative costs of these smaller schools. We use data on over 200 New York City high…
Descriptors: Urban Schools, High Schools, School Restructuring, Small Schools
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Iatarola, Patrice; Schwartz, Amy Ellen; Stiefel, Leanna; Chellman, Colin C. – Teachers College Record, 2008
Background/Context: High school reform is currently at the top of the education policy making agenda after years of stagnant achievement and persistent racial and income test score gaps. Although a number of reforms offer some promise of improving U.S. high schools, small schools have emerged as the favored reform model, especially in urban areas,…
Descriptors: Small Schools, High Schools, Educational Change, Urban Schools
Weinstein, Meryle; Pakes, Juliana; Donis-Keller, Christine; Schwartz, Amy Ellen – Institute for Education and Social Policy, New York University, 2008
More than 86,000 students enrolled in first grade in New York City in the fall of 1995. These students were expected to graduate from high school in June 2007. As we seek to understand why some met this goal while others did not, it is critical to know where they began. Researchers followed this cohort for their first eight years of schooling:…
Descriptors: Grade 8, Grade 1, Politics of Education
Stiefel, Leanna; Schwartz, Amy Ellen; Iatorola, Patrice; Chellman, Colin C. – Institute for Education and Social Policy, New York University, 2008
With the financial support of several large foundations and the federal government, creating small schools has become a prominent high school reform strategy in many large American cities. While some research supports this strategy, little research assesses the relative costs of these smaller schools. Data on over 200 New York City high schools,…
Descriptors: Expenditure per Student, Costs, High Schools, School Restructuring
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Schwartz, Amy Ellen; Scafidi, Benjamin – Journal of Human Resources, 2004
Hedonic models of the price of college to construct quality-adjusted net price indexes for U.S. four-year colleges were estimated. A 22 percent decline in the estimated price index is reported by adjusting for financial aid, while quality adjusting results lead to a smaller decline, for academic years 1990-91 to 1994-95.
Descriptors: Cost Indexes, Paying for College, Models, Higher Education
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Schwartz, Amy Ellen; Stiefel, Leanna – Educational Evaluation and Policy Analysis, 2004
In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half these are "recent immigrants," the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born…
Descriptors: Geographic Regions, Educational Needs, Urban Schools, Immigrants
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Stiefel, Leanna; Schwartz, Amy Ellen; Chellman, Colin C. – Educational Policy, 2007
Although the No Child Left Behind Act was intended to help "all students meet high academic standards," it is focused on subgroups of low-achieving students. The authors analyze the possible impact of the legislation's requirement for performance reporting by racial subgroup in light of the considerable racial segregation in U.S. schools. In…
Descriptors: Federal Legislation, Middle Schools, Racial Differences, Academic Standards
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Stiefel, Leanna; Schwartz, Amy Ellen; Ellen, Ingrid Gould – Journal of Policy Analysis and Management, 2007
We examine the size and distribution of the gap in test scores across races within New York City public schools and the factors that explain these gaps. While gaps are partially explained by differences in student characteristics, such as poverty, differences in schools attended are also important. At the same time, substantial within-school gaps…
Descriptors: Race, Student Characteristics, Urban Schools, Scores
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Stiefel, Leanna; Schwartz, Amy Ellen; Berne, Robert; Chellman, Colin C. – Education and Urban Society, 2005
Although analyses of state school finance systems rarely focus on the distribution of funds to students of different races, the advent of racial discrimination as an issue in school finance court cases may change that situation. In this article, we describe the background, analyses, and results of plaintiffs' testimony regarding racial…
Descriptors: Statistical Analysis, Racial Discrimination, Court Litigation, Educational Finance
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