Literaturnachweis - Detailanzeige
Autor/inn/en | Duan, Huiqiong; Kalulu, Mavuto; Gao, Xuechen; Yuan, Weici |
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Titel | Education Reforms and Convergence in Student Performance: Evidence from Arkansas |
Quelle | In: eJEP: eJournal of Education Policy, 23 (2022) 1, (32 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Educational Change; Educational Finance; Disadvantaged Schools; Academic Achievement; Resource Allocation; School Districts; Minority Group Students; Males; Achievement Gap; Educational Legislation; Elementary Education; Expenditure per Student; Arkansas |
Abstract | Arkansas launched a series of far-reaching reforms in 2003 and 2004 aimed at promoting equity and adequacy of education. The education funding system has since directed considerably more school resources to economically disadvantaged and low-performing school districts. This study investigates whether a more equitable allocation of educational resources is followed by more equal student performance. In particular, we examine convergence in student achievements among Arkansas school districts from 2004-05 to 2013-14 academic years. Using traditional convergence tests, we find some degree of overall convergence. We further employ a novel clustering method developed by Phillips and Sul (2007, 2009) to detect convergence clubs. We find that instead of a full panel convergence, school districts' overall academic outcomes converged into three clubs, within which the member districts trend toward their club-specific equilibrium paths. Poorer districts and districts serving a larger proportion of non-white and male students are more likely to end up in the low-performing club. Our results suggest that school finance reforms can reduce but not eliminate student achievement gaps. (As Provided). |
Anmerkungen | Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |