Replication data for: Getting beneath the Veil of Effective Schools: Evidence from New York City
Principal Investigator(s): View help for Principal Investigator(s) Will Dobbie; Roland G., Jr. Fryer
Version: View help for Version V1
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LICENSE.txt | text/plain | 14.6 KB | 10/12/2019 12:26:PM |
Project Citation:
Dobbie, Will, and Fryer, Roland G., Jr. Replication data for: Getting beneath the Veil of Effective Schools: Evidence from New York City. Nashville, TN: American Economic Association [publisher], 2013. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113870V1
Project Description
Summary:
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In this paper, we collect data on the inner-workings of 39 charter
schools and correlate these data with school effectiveness. We find
that traditionally collected input measures -- class size, per-pupil
expenditure, teacher certification, and teacher training -- are not
correlated with school effectiveness. In stark contrast, we show that
an index of five policies suggested by qualitative research -- frequent
teacher feedback, the use of data to guide instruction, high-dosage
tutoring, increased instructional time, and high expectations --
explains approximately 45 percent of the variation in school effectiveness.
The same index provides similar results in a separate
sample of charter schools.
Scope of Project
JEL Classification:
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H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
I28 Education: Government Policy
H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
I28 Education: Government Policy
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