Getting Beneath the Veil of Effective Schools: Evidence from New York City

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Type: 
Document
Author and/or Organisation: 
National Bureau of Economic Research
Language: 
English
Audience: 
Children ,
Youth ,
Colleges

This isn't a free resource, but thought the key findings were interesting from a UWE perspective, namely:

    "We find that traditionally collected input measures — class size, per pupil expenditure, the fraction of teachers with no certification, and the fraction of teachers with an advanced degree — are not correlated with school effectiveness."

So what is effective?

    "[W]e show that an index of five policies suggested by over forty years of qualitative research — frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations — explains approximately 50 percent of the variation in school effectiveness."

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