Abstract

http://ssrn.com/abstract=2039208
 
 

References (35)



 
 

Footnotes (22)



 


 



School Turnarounds: Evidence from the 2009 Stimulus


Thomas S. Dee


Stanford University - School of Education; National Bureau of Economic Research (NBER)

April 2012

NBER Working Paper No. w17990

Abstract:     
The American Recovery and Reinvestment Act of 2009 (ARRA) targeted substantial School Improvement Grants (SIGs) to the nation’s “persistently lowest achieving” public schools (i.e., up to $2 million per school annually over 3 years) but required schools accepting these awards to implement a federally prescribed school-reform model. Schools that met the “lowest-achieving” and “lack of progress” thresholds within their state had prioritized eligibility for these SIG-funded interventions. Using data from California, this study leverages these two discontinuous eligibility rules to identify the effects of SIG-funded whole-school reforms. The results based on these “fuzzy” regression-discontinuity designs indicate that there were significant improvements in the test-based performance of schools on the “lowest-achieving” margin but not among schools on the “lack of progress” margin. Complementary panel-based estimates suggest that these improvements were largely concentrated among schools adopting the federal “turnaround” model, which compels more dramatic staff turnover.

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Number of Pages in PDF File: 52

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Date posted: April 13, 2012  

Suggested Citation

Dee, Thomas S., School Turnarounds: Evidence from the 2009 Stimulus (April 2012). NBER Working Paper No. w17990. Available at SSRN: http://ssrn.com/abstract=2039208

Contact Information

Thomas S. Dee (Contact Author)
Stanford University - School of Education ( email )
Stanford, CA 94305-3096
United States
National Bureau of Economic Research (NBER)
1050 Massachusetts Avenue
Cambridge, MA 02138
United States
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