Measuring Impact and Understanding Implementation of School Improvement Grants in Massachusetts

Autor/inn/en	Stein, Laura; LiCalsi, Christina; Kistner, Alexandra; Garcia-Piriz, Dioni; Melchior, Karen
Titel	Measuring Impact and Understanding Implementation of School Improvement Grants in Massachusetts
Quelle	(2017), (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Improvement; Grants; Program Effectiveness; Elementary Secondary Education; Public Schools; School Turnaround; Communities of Practice; Teacher Competencies; Student Needs; School Culture; Reading Achievement; Language Arts; Mathematics Achievement; Academic Achievement; Achievement Gains; Age Differences; Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Grant; Finanzielle Beihilfe; Public school; Öffentliche Schule; Community; Lehrkunst; Schulkultur; Schulleben; Leseleistung; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Achievement gain; Leistungssteigerung; Age; Difference; Age difference; Altersunterschied; Master-Studiengang
Abstract	Despite largely mixed reports about the impact of School Improvement Grants (SIGs) on school improvement nationwide, Massachusetts has experienced proven success with these grants, termed School Redesign Grants (SRGs) in Massachusetts, as evidenced by comparative interrupted time series analyses, which show that SRGs have a significant impact on student achievement in both English language arts and mathematics one, two, and three years after grant receipt. This study builds upon previous impact studies of SRGs in Massachusetts, by incorporating additional schools and additional cohorts, and utilizes qualitative analyses to identify specific turnaround strategies or activities that distinguish schools able to improve student outcomes from schools struggling to do so, despite receiving the same grant and being afforded the same autonomies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01