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Schwerdt, Guido; West, Martin R. – Program on Education Policy and Governance, Harvard University, 2011
We use statewide administrative data from Florida to estimate the impact of attending public schools with different grade configurations on student achievement through grade 10. To identify the causal effect of structural school transitions, we use student fixed effects and instrument for middle and high school attendance based on the terminal…
Descriptors: Evidence, High Schools, Dropout Rate, Academic Achievement
Chingos, Matthew; Peterson, Paul E. – Program on Education Policy and Governance, Harvard University, 2010
Holding a college major in education is not correlated with effectiveness in elementary and middle school classrooms, regardless of the university at which the major was earned. Teachers do become more effective with a few years of teaching experience, but (except in elementary reading) no gains--and some declines--in effectiveness appear in the…
Descriptors: Teacher Effectiveness, Predictor Variables, Reading Achievement, Mathematics Achievement
Peterson, Paul E. – Program on Education Policy and Governance, Harvard University, 2007
No Child Left Behind (NCLB) asks that states "restructure" schools that fail for six years running to make Adequate Yearly Progress (AYP) toward full proficiency on the part of all students by the year 2014. Although restructuring efforts by most states have been modest, Pennsylvania, in the summer of 2002, directed the School District…
Descriptors: Federal Legislation, Educational Change, School Restructuring, School Districts