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Cannon, Jill S.; Jacknowitz, Alison; Painter, Gary – Journal of Policy Analysis and Management, 2011
A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non-EL students. Some educators have promoted full-day kindergarten programs as especially helpful for EL students. We take advantage of the large…
Descriptors: Kindergarten, Grade 2, Grade 1, Language Fluency
Fletcher, Jason – Journal of Policy Analysis and Management, 2010
Over the last decade, the federal government has directed schools to provide educational instruction for students with special needs in general education settings to the extent possible. While there is mixed evidence on the effects of these inclusion policies on the students with special needs, research examining potential spillovers of inclusion…
Descriptors: Emotional Problems, Reading Achievement, Mathematics Achievement, Scores
Sims, David – Journal of Policy Analysis and Management, 2008
The California class size reduction program provided schools with cash rewards for K-3 classes of 20 or fewer students. I show how program rules made it possible for schools to save money by using mixed-grade classes to meet class size reduction obligations while maintaining larger average class sizes. I also show that this smoothing of students…
Descriptors: Class Size, Scores, Rewards, Teaching Experience
Wilde, Elizabeth Ty; Hollister, Robinson – Journal of Policy Analysis and Management, 2007
In recent years, propensity score matching (PSM) has gained attention as a potential method for estimating the impact of public policy programs in the absence of experimental evaluations. In this study, we evaluate the usefulness of PSM for estimating the impact of a program change in an educational context (Tennessee's Student Teacher Achievement…
Descriptors: Public Policy, Achievement Tests, Scores, Class Size