The Elite Illusion: Achievement Effects at Boston and New York Exam Schools

Parents gauge school quality in part by the level of student achievement and a school's racial and socioeconomic mix. The importance of school characteristics in the housing market can be seen in the jump in house prices at school district boundaries where peer characteristics change. The question of whether schools with more attractive peers are really better in a value‐added sense remains open, however. This paper uses a fuzzy regression‐discontinuity design to evaluate the causal effects of peer characteristics. Our design exploits admissions cutoffs at Boston and New York City's heavily over‐subscribed exam schools. Successful applicants near admissions cutoffs for the least selective of these schools move from schools with scores near the bottom of the state SAT score distribution to schools with scores near the median. Successful applicants near admissions cutoffs for the most selective of these schools move from above‐average schools to schools with students whose scores fall in the extreme upper tail. Exam school students can also expect to study with fewer nonwhite classmates than unsuccessful applicants. Our estimates suggest that the marked changes in peer characteristics at exam school admissions cutoffs have little causal effect on test scores or college quality.     

The Consequences of Conflict: An Evaluation of Racial Disparity and Organizational Performance

The study of public administration is based primarily on two schools of thought; some theorists espousing political control with others supporting the inner check. Heretofore, studies have failed to examine the effects of goal conflict on relationships between political principals and bureaucratic agents. Using Texas school districts, this analysis demonstrates that goal conflict has significant effects on student performance. Goal conflict also influences relationships among school boards, teachers, and school district populations. Overall, this study advances the discipline in that it determines the ramifications of goal conflict for political principals, bureaucracies, and the public being served utilizing the most common form of bureaucracy, school districts. The arguments and implications embedded in this analysis speak to the age-old public administration question of how to reconcile bureaucracy with democracy.     

Do Teacher Strikes Harm Educational Attainment of Students?

This paper investigates the effects of a teacher strike on student achievement. From May 1990 until November 1990 teachers in the French community of Belgium stroked to obtain a salary increase. We exploit the political division of Belgium in a French community and a Flemish community, with similar educational institutions, for estimating the long‐term effects of the strikes. Based on a difference‐in‐differences approach, using data from two different surveys, we find some evidence that the strikes reduced educational attainment and increased class repetition. We also find that the strikes led to a significant reallocation of students to a lower level of higher education. Overall, the results suggest that teacher strikes can lead to substantial costs for those not involved in the conflict.     

Research Design Meets Market Design: Using Centralized Assignment for Impact Evaluation

A growing number of school districts use centralized assignment mechanisms to allocate school seats in a manner that reflects student preferences and school priorities. Many of these assignment schemes use lotteries to ration seats when schools are oversubscribed. The resulting random assignment opens the door to credible quasi‐experimental research designs for the evaluation of school effectiveness. Yet the question of how best to separate the lottery‐generated randomization integral to such designs from non‐random preferences and priorities remains open. This paper develops easily‐implemented empirical strategies that fully exploit the random assignment embedded in a wide class of mechanisms, while also revealing why seats are randomized at one school but not another. We use these methods to evaluate charter schools in Denver, one of a growing number of districts that combine charter and traditional public schools in a unified assignment system. The resulting estimates show large achievement gains from charter school attendance. Our approach generates efficiency gains over ad hoc methods, such as those that focus on schools ranked first, while also identifying a more representative average causal effect. We also show how to use centralized assignment mechanisms to identify causal effects in models with multiple school sectors.     

CHOICE,COMPETITION, AND PUPIL ACHIEVEMENT

Choice and competition in education have recently found growing support from both policy‐makers and academics. Yet evidence on the actual benefits of market‐orientated reforms is at best mixed. Moreover, although the economic rationale for choice and competition is clear, in existing work there is rarely an attempt to distinguish between the two concepts. In this paper, we study whether pupils in Primary schools in England with a wider range of school choices achieve better academic outcomes than those whose choice is more limited; and whether Primary schools facing more competition perform better than those in a more monopolistic situation. In simple least squares regression models we find little evidence of a link between choice and achievement, but uncover a small positive association between competition and school performance. Yet this could be related to endogenous school location or pupil sorting. In fact, an instrumental variable strategy based on discontinuities generated by admissions district boundaries suggests that the performance gains from greater school competition are limited. Only when we restrict our attention to Voluntary Aided schools, which have more freedom in managing their governance and admission practices, do we find some evidence of a positive causal link between competition and pupil achievement. (JEL: I20, H70, R5)     

A study of coping behaviours and teacher burnout

This study investigated whether or not factors of teacher burnout were associated with adaptive and maladaptive coping behaviour. It was found, in a sample of 365 US (north Texas) school teachers, that many physical and psychological problems (e.g., stomach aches and depression) were related to teacher burnout factors. Furthermore, the data showed that certain maladaptive coping mechanisms (e.g., excessive alcohol consumption) were associated with higher teacher burnout, while adaptive coping strategies (e.g., hobbies) were related to lower burnout levels among school teachers. An association was also revealed between certain demographic factors (e.g., gender) and coping behaviour.     

Teacher stress during an autumn term in Finland: Four types of stress processes

This Finnish study examines teachers' stress in order to clarify how stress manifests itself and to describe any observed differences in the teachers' background, personality and coping variables. The research design was longitudinal. One hundred and fifty-three teachers made repeated assessments (six in all) of the indicators of stress (subjective mood ratings) by means of questionnaires during the autumn term of 1983. The background variables were based on questionnaire responses gathered in the autumn of 1983. Four different teacher groups emerged according to the type of stress reported: (1) teachers who were exhausted throughout the term; (2) those who recovered from stress on the first weekends of the term but not later on; (3) those not at all stressed, and (4) teachers feeling tired and anxious at the beginning and at the end of the term. The four teacher groups differed with regard to their personality characteristics and coping strategies.     

The Effect of School Choice on Participants: Evidence from Randomized Lotteries

School choice has become an increasingly prominent strategy for enhancing academic achievement. To evaluate the impact on participants, we exploit randomized lotteries that determine high school admission in the Chicago Public Schools. Compared to those students who lose lotteries, students who win attend high schools that are better in a number of dimensions, including peer achievement and attainment levels. Nonetheless, we find little evidence that winning a lottery provides any systematic benefit across a wide variety of traditional academic measures. Lottery winners do, however, experience improvements on a subset of nontraditional outcome measures, such as self‐reported disciplinary incidents and arrest rates.     

Kommunikation, Interaktion, Kooperation in Schule und Unterricht

Communication, interaction, cooperation in schools. An advanced professional training for class-teachers Since 1998, in Sachsen-Anhalt there is an advanced professional training for school teachers realized by school psychologists. The aim of this training is to support the teachers in their special position as class-teachers, by improveing their special competence in communication, interaction und cooperation. The contents, methods and the organization of this training are presented. Furthermore, the conditions of the realization have to be reflected.     

Exploring teachers’ career self-management. Considering the roles of organizational career management,occupational self-efficacy,and learning goal orientation.

The current study examines how organizational career management – i.e. activities undertaken by schools in order to plan and manage teachers’ careers – relates to teachers’ career self-management – i.e. teachers steering their careers by means of searching for opportunities, networking, or seeking supervisory support. Moreover, it examines the mediating roles of occupational self-efficacy and learning goal orientation in this relationship. Mediation analysis in SPSS, using the PROCESS macro of survey data from 220 Dutch secondary school teachers, showed that positive relationships between organizational career management and career self-management were mediated by occupational self-efficacy and learning goal orientation.     

Management of school locations allowing for free school choice

Nearly without exception, we find in literature (school) location models with exogenously given demand. Indeed, we know from a large number of empirical studies that this assumption is unrealistic. Therefore, we propose a discrete location model for school network planning with free school choice that is based on simulated utility values for a large average sample. The objective is to maximize the standardized expected utility of all students taking into account capacity constraints and a given budget for the school network. The utility values of each student for the schools are derived from a random utility model (RUM). The proposed approach is general in terms of the RUM used. Moreover, we do not have to make assumptions about the functional form of the demand function. Our approach, which combines econometric and mathematical methods, is a linear 0–1 program although we consider endogenous demand by a highly non-linear function. The proposed program enables practicing managers to consider student demand adequately within their decision making. By a numerical investigation we show that this approach enables us to solve instances of real size optimally – or at least close to optimality – within few minutes using GAMS/Cplex.     

What fuels the fire: Job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout

Drawing on a hierarchical (job and task level) and multidimensional conceptualisation of work motivation (intrinsic, identified, introjected, and external regulations), this study examines relationships between motivational regulations and burnout. Participants were 806 French-Canadian teachers working in public elementary and high schools. Results reveal different associations between burnout and the regulations that drive teachers to engage in their overall job or in specific tasks: autonomous regulations (intrinsic and identified) are negatively associated with burnout but more negatively at the job than task level, whereas controlled regulations (introjected and external) are positively associated with burnout but more positively at the task than job level. This study provides valuable insights into how teachers’ motivations towards both the job and tasks can foster or prevent burnout symptoms. Implications for theory and research on burnout and work motivation are discussed.     

RANKING THE SCHOOLS: HOW SCHOOL‐QUALITY INFORMATION AFFECTS SCHOOL CHOICE IN THE NETHERLANDS

This paper analyzes whether information about the quality of high schools published in a national newspaper affects school choice in the Netherlands. We find that negative (positive) school‐quality scores decrease (increase) the number of first‐year students who choose a school after the year of publication. These effects are only large for the college‐preparatory track, such that a school receiving the most positive score for its most academic track sees 16–18 more first‐year students enroll. We find that parents respond to the most recent and most prominently displayed information. The effects of information about school quality do not seem to be greater in regions with larger relevant newspaper circulation, suggesting that direct exposure to news about school quality does not explain the response to this information.     

Schulentwicklung — ein kritischer Blick auf ein aktuelles Phänomen

School developmement, a critical perspective Today, everything dealing with school becomes subsumed under the keyword school development. The demand for school development is raised by two sides: on the one hand by political and social groups, on the other by schools themselves. In this way, very different ideas and demands on school development arise. School as institution and schools as highly complex organizations can’t be reformed with programs derived from economy and management methods. The legal and social context as well as school theories, organizational culture, internal structures and the self concept of teachers constitute the frame, in wich school development takes place as a continual process and whose neglect causes frustration and failure.     

Preparing the transnational teacher: a textual analysis of pre-departure orientation manuals for teaching overseas

The purpose of this article is to critically analyse pre-departure manuals for transnational teachers and to suggest changes to human resource development (HRD) professionals when producing future manuals. Drawing on the principles of critical human resource development theory, the study employs textual analysis to analyse manuals from nine different international agencies or schools that employ transnational teachers. The textual analysis identified three dominant themes in the data: information not education, ‘good’ work habits as self-regulation, and the (dis)connection of professional and personal backgrounds. Study findings suggest that agencies narrowly rely on instrumentalist material to the detriment of personal and cultural knowledge and human agency of transnational teachers. HRD personnel in international educational agencies may wish to create future manuals that problematize taken-for-granted knowledge and promote teacher agency.     

THE EFFECT OF CENTRAL EXIT EXAMINATIONS ON STUDENT ACHIEVEMENT: QUASI‐EXPERIMENTAL EVIDENCE FROM TIMSS GERMANY

This paper makes use of the regional variation in schooling legislation within the German secondary education system to estimate the causal effect of central exit examinations on student performance. We propose a difference‐in‐differences framework that exploits the quasi‐experimental nature of the German TIMSS middle school sample and discuss its identifying assumptions. The estimates show that students in federal states with central exit examinations clearly outperform students in federal states without such examinations. However, only part of this difference can be attributed to the existence of the central exit examinations themselves. Our results suggest that central examinations increase student achievement by the equivalent of about one‐third of a school year. (JEL: D02, H42, I28)     

A Study of Typology of Teacher’s Questions

This study invested the typology of teacher’s questions as well as its functions in teaching. Teacher’s questions are widely acknowledged as a valuable instrumental strategy,improved classroom questioning strategies may contribute to the development of students’ higher cognitive-thinking skills,asking the right questions appears to enhance the student learning.     

The externalized nature of teachers' occupational stress and its association with job satisfaction

The dimension of 'blame' was explored as part of a conceptual framework for teachers' externalization of occupational stress. It was proposed that teachers allocate principal responsibility for their occupational stress to sources external to the individual. The authors suggest that teachers externalize their dissatisfaction to these (external to self) domains. This hypothesis was explored with a sample (n=111) of teachers in the service of the New South Wales Department of Education, Australia. A survey, composed of multiple items, dealt separately with the phenomena of perceived occupational satisfaction-dissatisfaction and stress. Four stress factors were isolated. These were named: personal, student, school and external (to school). These factors were consistent with the authors' hypothesis that teachers generally externalize blame for their stress. Further examination of the association between the satisfaction factor scores and the stress factor scores revealed significant canonical correlations. The main contributors to the correlation between stress and satisfaction factors were the personal domain (stress) and income (satisfaction) and the school domain (stress) and school culture (satisfaction).     

Worms: Identifying Impacts on Education and Health in the Presence of Treatment Externalities

Intestinal helminths—including hookworm, roundworm, whipworm, and schistosomiasis—infect more than one‐quarter of the world's population. Studies in which medical treatment is randomized at the individual level potentially doubly underestimate the benefits of treatment, missing externality benefits to the comparison group from reduced disease transmission, and therefore also underestimating benefits for the treatment group. We evaluate a Kenyan project in which school‐based mass treatment with deworming drugs was randomly phased into schools, rather than to individuals, allowing estimation of overall program effects. The program reduced school absenteeism in treatment schools by one‐quarter, and was far cheaper than alternative ways of boosting school participation. Deworming substantially improved health and school participation among untreated children in both treatment schools and neighboring schools, and these externalities are large enough to justify fully subsidizing treatment. Yet we do not find evidence that deworming improved academic test scores.     

Educational objectives and measurement of outcomes

Correlation and regression analysis are often used to infer causal relationships in dynamic systems, even though computed on cross-sectional static data. In education these analytic techniques have been used to support assertions that school-controlled variables make little contribution to student learning. Critics of these assertions point to the low quality of the data, but it may be that the techniques themselves are inappropriate for the development of inferences of causality. This study simulated four possible models of dynamic relationships between family and school inputs and achievement outcomes. The models were run for five periods. Data generated were submitted to correlation and regression analysis. Both unique variance and regression coefficient indicators failed to describe reliably causal relationships built into the models. Conclusion: complex systems resist simplistic analyses.