There is rarely a more anxiety inducing event for a high school student than sitting down to take a college admission test. Scores on the SAT or ACT, the two nationally recognized college admission tests in the United States, are an important component of the admission application to colleges and universities and help the admission officers decide whether or not to accept the student into the incoming class. Most of the selective colleges and universities require high scores for acceptance, and many competitive scholarships use admission test scores as one of several selection criteria.
A growing body of empirical research has provided provocative evidence that competition from private schools improves student achievement in neighboring public schools. However, this uniform conclusion has been based on fundamentally different empirical specifications. This study examines the importance of these different specifications by presenting new evidence on the relationship between public school quality and competition from private schools.
Two critical concerns with the rapid and ongoing expansion of charter schools are that they will segregate students and reduce the per-pupil resources available to conventional public schools. The contradictory prior evidence on such questions is based on potentially misleading cross-sectional comparisons. This study provides new evidence on these issues by conducting panel-based evaluations using school-level data from Arizona and neighboring states.
The promotion of adult civic engagement is one of the primary goals of public schools. And the putatively negative effects of private schooling on civic engagement provide one of the most fundamental motivations for publicly provided schooling. In this study, I examine the comparative effects of Catholic and public high schools on adult voter participation and volunteering in the United States. I find that students who attended Catholic high schools are actually more likely to vote, though not volunteer, as adults.
The American Recovery and Reinvestment Act of 2009 (ARRA) targeted substantial School ImprovementGrants (SIGs) to the nation’s “persistently lowest achieving” public schools (i.e., up to $2 millionper school annually over 3 years) but required schools accepting these awards to implement a federallyprescribed school-reform model. Schools that met the “lowest-achieving” and “lack of progress” thresholdswithin their state had prioritized eligibility for these SIG-funded interventions.
Increasing choice in the market for schools: Recent reforms and their effects on student achievement
Increased parental school choice has become a popular education reform strategy, but evidence of its effectiveness in improving student achievement is mixed. In this paper, we examine the rationale for school choice, obstacles to fulf lling its theoretical promise, and results observed to date. We supplement our discussion with data from a survey of Milwaukee principals. Survey f ndings suggest that school leaders feel competitive pressures from certain types of schools but tend to respond by improving their marketing efforts rather than their educational programs.
This article explores student mobility in the Milwaukee Public Schools (MPS) and its effects on student achievement. An urban district with plentiful opportunities for school choice, Milwaukee has a transient student population. From 2003-04 through 2007-08, 11% of MPS students switched schools or left the district between the fall and spring of a given school year, while 22% were mobile between the spring of one year and the fall of the following year.
Over 55 million children and adolescents attend elementary and secondary schools in the United States, 89 percent in public schools. These students spend approximately 1000 hours each year in schools across the country, for which local, state, and federal governments spend over $550 billion (National Center for Education Statistics [NCES] 2008). Education is an intensive and costly enterprise. It also has the potential to dramatically improve opportunities for students.