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Direct linkDiSalvo, Richard W. – Education Finance and Policy, 2022
Do grade configurations affect student academic performance? To bring new evidence to this question, I use recent district-by-grade data for nearly the entire United States that contain measures of test score achievement and rates of school switching induced by grade configuration. Past research has found that student performance, is, on average,…
Descriptors: Instructional Program Divisions, Grouping (Instructional Purposes), Achievement Tests, Scores
Can Camp Get You into a Better Secondary School? A Field Experiment of Targeted Instruction in Kenya
Schueler, Beth E.; Rodriguez-Segura, Daniel – Education Finance and Policy, 2021
Access to quality secondary schooling can be life changing for students in developing contexts. In Kenya, entrance to such schools was historically determined by performance on a high-stakes exam. Understandably then, preparation for this exam is a priority for families and educators. To increase the share of students entering these schools, some…
Descriptors: Foreign Countries, Access to Education, Secondary School Students, High Stakes Tests
Walsh, Elias; Dotter, Dallas – Education Finance and Policy, 2020
The 2007 Public Education Reform Amendment Act led to 39 percent of the principals in District of Columbia Public Schools (DCPS) being dismissed before the start of the 2008-09 school year, and additional principal exits over the next few years. We measure the impact of replacing these principals on schoolwide student achievement by measuring the…
Descriptors: Public Schools, Principals, Academic Achievement, Achievement Gains
Wu, Derek – Education Finance and Policy, 2020
Schools often have to decide between extending the length of the school year or the school day. This paper examines the effects of changes in the distribution of instructional time on eighth-grade student achievement through a methodological framework that disaggregates total yearly instructional time into separate inputs for days per year and…
Descriptors: Elementary Secondary Education, Achievement Tests, Foreign Countries, International Assessment
Raising the Bar for College Admission: North Carolina's Increase in Minimum Math Course Requirements
Clotfelter, Charles T.; Hemelt, Steven W.; Ladd, Helen F. – Education Finance and Policy, 2019
We explore the effects of a statewide policy change that increased the number of high school math courses required for admission to four-year public universities in North Carolina. Using data on cohorts of eighth-grade students from 1999 to 2006, we exploit variation by district over time in the math course-taking environment encountered by…
Descriptors: College Admission, Admission Criteria, Secondary School Mathematics, Public Colleges
