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

Abstract

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
Volume38
Issue number4
DOIs
StatePublished - Dec 1 2016

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portfolio management
school type
school
student
district
governance
English language
art
reform
Teaching

Keywords

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

ASJC Scopus subject areas

  • Education

Cite this

The Variation in Student Achievement and Behavior Within a Portfolio Management Model : Early Results From New Orleans. / McEachin, Andrew J.; Welsh, Richard Osbourne; Brewer, Dominic James.

In: Educational Evaluation and Policy Analysis, Vol. 38, No. 4, 01.12.2016, p. 669-691.

Research output: Contribution to journalArticle

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