The Variation in Student Achievement and Behavior Within a Portfolio Management Model: Early Results From New Orleans

A growing number of states experimented with alternative governance structures in response to pressure to raise student achievement. Post-Katrina experimentation in New Orleans was widely regarded as a model example of new governance reforms and provided a unique opportunity to learn about the varia...

Full description

Saved in:
Bibliographic Details
Published inEducational evaluation and policy analysis Vol. 38; no. 4; pp. 669 - 691
Main Authors McEachin, Andrew J., Welsh, Richard Osbourne, Brewer, Dominic James
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.12.2016
American Educational Research Association
Subjects
Academic Achievement
Achievement Gains
Achievement Gap
Comparative Analysis
Education policy
Education portfolios
Educational Change
Educational Policy
Governance
Institutional Characteristics
Louisiana (New Orleans)
Portfolios (Background Materials)
Reading Achievement
School Choice
School Effectiveness
Student Behavior
Student Records
Trend Analysis
Louisiana (New Orleans)
school effects
economics of education
portfolio management model
school choice
Online AccessGet full text

Cover

More Information
Summary:A growing number of states experimented with alternative governance structures in response to pressure to raise student achievement. Post-Katrina experimentation in New Orleans was widely regarded as a model example of new governance reforms and provided a unique opportunity to learn about the variation in student achievement and behavior within and between school sectors and school types. Our results indicated many of the sector and school type combinations that produced higher math and English Language Arts achievement also positively impacted students' behavior, suggesting that the achievement results were not merely driven by teaching to the test. Finally, our results suggested in a low-performing district, schools may benefitfrom the collaborative opportunities of belonging to a local school district or network of schools.
ISSN:0162-3737
1935-1062
DOI:10.3102/0162373716659928