NotesFAQContact Us
Search Tips
Laws, Policies, & Programs
No Child Left Behind Act 20015
Assessments and Surveys
Stanford Achievement Tests1
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 48 results Save | Export
Harris, Douglas N. – University of Chicago Press, 2020
In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment--eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the…
Descriptors: Charter Schools, Natural Disasters, Educational Change, School Choice
Peer reviewed Peer reviewed
Direct linkDirect link
Harris, Douglas N. – Education Next, 2015
What happened to the New Orleans public schools following the tragic levee breeches after Hurricane Katrina is truly unprecedented. Within the span of one year, all public-school employees were fired, the teacher contract expired and was not replaced, and most attendance zones were eliminated. The state took control of almost all public schools…
Descriptors: Public Schools, Natural Disasters, School Turnaround, State Government
Peer reviewed Peer reviewed
Direct linkDirect link
Maroulis, Spiro; Santillano, Robert; Jabbar, Huriya; Harris, Douglas N. – American Journal of Education, 2019
We investigate student mobility in a choice-based system that has gone to scale, New Orleans, to gain insight into an underlying improvement mechanism of choice-based reform and its potential equity-related consequences. In contrast to typical analyses of mobility, this study distinguishes incumbent school characteristics that can cause students…
Descriptors: Student Mobility, School Choice, Educational Change, Educational Improvement
Harris, Douglas N. – Carnegie Foundation for the Advancement of Teaching, 2013
The idea that multiple measures should be used when evaluating teachers is widely accepted. Multiple measures are important not only because education has multiple goals, but because each measure is an imperfect indicator of any given goal. For a variety of reasons, states and districts use multiple measures in one particular way: to make…
Descriptors: Teacher Evaluation, Accountability, Measures (Individuals), Evaluation Methods
Harris, Douglas N. – American Enterprise Institute for Public Policy Research, 2013
Higher education productivity, as measured by academic degrees granted by American colleges and universities, is declining. Since the early 1990s, real expenditures on higher education have grown by more than 25 percent, now amounting to 2.9 percent of US gross domestic product (GDP)--greater than the percentage of GDP spent on higher education in…
Descriptors: Higher Education, Academic Degrees, Educational Finance, Cost Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Harris, Douglas N. – New Directions for Youth Development, 2013
One of the key barriers in accessing postsecondary opportunities for many students is financial aid. This chapter begins by providing a review of prior evidence on the relationship between financial aid and postsecondary outcomes. One type of financial aid intervention that challenges traditional aid and scholarship options are "promise…
Descriptors: Financial Aid Applicants, Paying for College, Postsecondary Education, Low Income Groups
Peer reviewed Peer reviewed
Direct linkDirect link
Ruble, Whitney; Harris, Douglas N. – Journal of School Choice, 2014
The authorizers of charter schools are an understudied piece of the charter reform process. The local school boards, state agencies, and higher education institutions that act as authorizers play a significant role in the market, determining which operators get to enter the market and which are forced to exit. This article provides an…
Descriptors: Charter Schools, Decision Making, Educational Change, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Weixler, Lindsay Bell; Harris, Douglas N.; Barrett, Nathan – Educational Researcher, 2018
New Orleans schools experienced drastic reforms after Hurricane Katrina in 2005. To examine teachers' perspectives on these reforms, we surveyed 323 teachers who taught in New Orleans public schools before 2005 and in 2013-2014. Teachers directly compared the learning and work environments and student and teacher outcomes of their current schools…
Descriptors: Natural Disasters, Educational Change, Teacher Attitudes, Outcomes of Education
Harris, Douglas N. – Carnegie Foundation for the Advancement of Teaching, 2012
In the recent drive to revamp teacher evaluation and accountability, measures of a teacher's value added have played the starring role. But the star of the show is not always the best actor, nor can the star succeed without a strong supporting cast. In assessing teacher performance, observations of classroom practice, portfolios of teachers' work,…
Descriptors: Teacher Effectiveness, Evidence, Teaching Methods, Teacher Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Harris, Douglas N.; Valant, Jon; Gross, Betheny – Education Next, 2015
In most of the U.S., the process for assigning children to public schools is straightforward: take a student's home address, determine which school serves that address, and assign the student accordingly. However, states and cities are increasingly providing families with school choices. A key question facing policymakers is exactly how to place…
Descriptors: Public Schools, Urban Schools, School Choice, Enrollment
Harris, Douglas N.; Anderson, Andrew – Carnegie Foundation for the Advancement of Teaching, 2013
There is a growing body of research on the validity and reliability of value-added measures, but most of this research has focused on elementary grades. Driven by several federal initiatives such as Race to the Top, Teacher Incentive Fund, and ESEA waivers, however, many states have incorporated value-added measures into the evaluations not only…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Evaluation Methods, Evaluation Research
Baum, Sandy; Harris, Douglas N.; Kelly, Andrew; Mitchell, Ted – Urban Institute, 2017
The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to chart the direction of the country's colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting the…
Descriptors: Educational Policy, Higher Education, Federal Government, Government Role
Harris, Douglas N. – Harvard Education Press, 2011
In "Value-Added Measures in Education", Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policymakers understand this innovative approach to assessment and the issues associated with its use. Written in straightforward language…
Descriptors: Educational Change, Educational Assessment, Academic Achievement, Knowledge Base for Teaching
Harris, Douglas N.; Nathan, Alan; Marksteiner, Ryne – Institute for Research on Poverty, 2014
Upward Bound (UB) was one of the original federal "Great Society" programs of the 1960s and remains, fifty years later, the single largest college access program in the country. Recently, Congress has reduced funding and considered eliminating the program because of federal budget pressures and because the first analysis of the only…
Descriptors: Access to Education, Federal Programs, Disadvantaged Youth, College Preparation
Peer reviewed Peer reviewed
Direct linkDirect link
Harris, Douglas N. – Teachers College Record, 2010
Background: Interest among social scientists in peer influences has grown with recent resegregation of the nation's schools and court decisions that limit the ability of school districts to consider race in school assignment decisions. If having more advantaged peers is beneficial, then these trends may reduce educational equity. Previous studies…
Descriptors: Peer Influence, Outcomes of Education, Academic Achievement, Theories
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4