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

Andrew J. McEachin, Richard Osbourne Welsh, Dominic James Brewer

Research output: Contribution to journalArticle


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 benefit from the collaborative opportunities of belonging to a local school district or network of schools.

Original languageEnglish (US)
Pages (from-to)669-691
Number of pages23
JournalEducational Evaluation and Policy Analysis
Issue number4
StatePublished - Dec 1 2016



  • economics of education
  • portfolio management model
  • school choice
  • school effects

ASJC Scopus subject areas

  • Education

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