Creating "No Excuses" (Traditional) Public Schools: Preliminary Evidence from an Experiment in Houston. NBER Working Paper No. 17494

Autor/in	Fryer, Roland G., Jr.
Institution	National Bureau of Economic Research
Titel	Creating "No Excuses" (Traditional) Public Schools: Preliminary Evidence from an Experiment in Houston. NBER Working Paper No. 17494
Quelle	(2011) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gap; Social Problems; Human Capital; Charter Schools; Academic Achievement; Minority Group Students; Racial Differences; Educational Experiments; Best Practices; Educational Strategies; Middle School Students; High School Students; Educational Principles; School Effectiveness; Urban Schools; Educational Improvement; Texas + Suchen Sie Ihr Suchwort? Social problem; Soziales Problem; Humankapital; Charter school; Charter-Schule; Schulleistung; Rassenunterschied; Schulversuch; Lehrstrategie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Bildungsprinzip; Schuleffizienz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching improvement; Unterrichtsentwicklung
Abstract	The racial achievement gap in education is an important social problem to which decades of research have yielded no scalable solutions. Recent evidence from "No Excuses" charter schools--which demonstrates that some combination of school inputs can educate the poorest minority children--offers a guiding light. In the 2010-2011 school year, we implemented five strategies gleaned from best practices in "No Excuses" charter schools--increased instructional time, a more rigorous approach to building human capital, more student-level differentiation, frequent use of data to inform instruction, and a culture of high expectations--in nine of the lowest performing middle and high schools in Houston, Texas. We show that the average impact of these changes on student achievement is 0.276 standard deviations in math and 0.059 standard deviations in reading, which is strikingly similar to reported impacts of attending the Harlem Children's Zone and Knowledge is Power Program schools--two strict "No Excuses" adherents. The paper concludes with a speculative discussion of the scalability of the experiment. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10