ERIC Number: ED504449
Record Type: Non-Journal
Publication Date: 2009
Abstractor: As Provided
Impact of For-Profit and Nonprofit Management on Student Achievement: The Philadelphia Intervention, 2002-2008.Working Paper Series PEPG 09-02
Peterson, Paul E.; Chingos, Matthew M.
Program on Education Policy and Governance, Harvard University
At the request of the State of Pennsylvania, the School District of Philadelphia, in the summer of 2002, asked three for-profit firms to assume responsibility for 30 of its lowest-performing schools and it asked four nonprofit managers to assume the management of 16 other low-performing schools. A difference-in-differences analysis is used to estimate the impact of nonprofit and for-profit management on individual student achievement. Gains in test scores at the treated schools are estimated by comparing them with gains in other low-performing schools in the district. Students at schools under for-profit management outperformed those at schools under nonprofit management in all six years in both reading and math. Most estimations are statistically significant. Impacts of for-profit management relative to district management were positive in math, but no reading impacts could be detected. At nonprofits, students appear to have learned substantially less, especially in math, at nonprofit schools, than had their school remained under regular district management. However, impacts fell short of statistical significance. (Propensity Score Analysis is appended. Contains 21 endnotes and 9 tables.)
Descriptors: Nonprofit Organizations, Business, School Administration, Urban Schools, Elementary Schools, Middle Schools, Student Improvement, Mathematics Achievement, Reading Achievement, Comparative Analysis, Context Effect, Differences, School Restructuring
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: firstname.lastname@example.org; Web site: http://www.ksg.harvard.edu/pepg/
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Middle Schools
Authoring Institution: Harvard Univ., Cambridge, MA. Kennedy School of Government.
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Stanford Achievement Tests; TerraNova Multiple Assessments