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ERIC Number: EJ1150719
Record Type: Journal
Publication Date: 2017-Aug
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants
Sun, Min; Penner, Emily K.; Loeb, Susanna
American Educational Research Journal, v54 n4 p607-643 Aug 2017
Hoping to spur dramatic school turnaround, the federal government channeled resources to the country's lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R305B130017; DRL1506494