Access Restriction

Author Barrow, Lisa ♦ Claessens, Amy ♦ Schanzenbach, Diane Whitmore
Source CiteSeerX
Content type Text
File Format PDF
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Small School ♦ Small High School Initiative ♦ Selection Problem ♦ Standardized Test ♦ Student House ♦ Poverty Rate ♦ Test Score ♦ Identical Student ♦ Regular High School ♦ Strong Improvement ♦ Small School Variable ♦ Similar Student ♦ Small School Student ♦ Instrumental Variable Approach ♦ Regular Cps School ♦ Compare Student ♦ Test Score Improvement ♦ Cognitive Skill ♦ Consistent Measurable Impact ♦ Different Neighborhood ♦ Student Performance ♦ Local Employment ♦ Non Cognitive Skill ♦ Student Achievement ♦ Strong Predictive Power ♦ Similar Characteristic ♦ Chicago Public School ♦ Graduation Enrollment Rate
Abstract This project examines the effects of the introduction of small schools in the Chicago Public School (CPS) district on student performance. Specifically, we investigate whether students attending small schools have higher achievement and graduation/enrollment rates than similar students who attend a regular CPS school. To address the selection problem, we use an instrumental variables approach and compare students who live in different neighborhoods with similar characteristics as measured by local employment, poverty rates, and so on. In this approach, one student was more likely to sign up for a small school than another statistically identical student because the small school was located closer to the student’s house and therefore the “cost ” of attending the school as measured by commuting time is lower. The distance‐to‐small‐school variable has strong predictive power to identify who attends a small school. We find that small schools students are substantially more likely to persist in school and eventually graduate. Nonetheless, there is no consistent measurable impact on student achievement as measured by test scores. It looks like the students who attend small schools come in performing slightly worse on standardized tests than those who attend regular high schools, and small schools do not appear to substantially improve their performance on these measures. The finding of no test score improvement but a strong improvement along other dimensions is consistent with a growing literature that suggests that interventions aimed at older children can improve their non‐cognitive skills but do little to improve their cognitive skills.
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Publisher Date 2010-01-01