The Potential for System-Friendly K-12 Reform

Abstract

Numerous empirical models connect individual student test scores or average test scores to theoretically plausible policy and socioeconomic variables. Although the models were created to test for the effect of a specific factor like funding levels or teacher training on student performance, the fully specified models also have important implications for the ability of the current K-12 school system to significantly improve its performance. This article examines various student performance models and the potential for system-friendly K-12 reform.

Keywords: models for educational reform, improving the performance of the American education system

JEL Classification: H52, H75, I21, I28