Closing schools in a shrinking district: Do student outcomes depend on which schools are closed?

In the last decade, many cities around the country have needed to close schools due to declining enrollments and low achievement. School closings raise concerns about the possible negative impacts on student achievement, neighborhoods, families, and teaching staff. This study examines an anonymous urban district that, faced with declining enrollment, chose to make student achievement a major criterion in determining which schools would be closed. The district targeted low-performing schools in its closure plan, and sought to move their students to higher-performing schools. We estimate the impact of school closures on student test scores and attendance rates by comparing the growth of these measures among students differentially affected by the closures. We use residential assignment to school as an instrument to address non-random sorting of students into new schools. We also statistically control for the contemporaneous effects of other reforms within the district. Results show that students displaced by school closures can experience adverse effects on test scores and attendance, but these effects can be minimized when students move to schools that are higher-performing (in value-added terms). Moreover, the negative effect on attendance disappears after the first year in the new school. Meanwhile, we find no adverse effects on students in the schools that are receiving the transferring students.     

Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

A substantial literature documents large variation in teacher effectiveness at raising student achievement, providing motivation to identify highly effective and ineffective teachers early in their careers. Using data from New York City public schools, we estimate whether subjective evaluations of teacher effectiveness have predictive power for the achievement gains made by teachers' future students. We find that these subjective evaluations have substantial power, comparable with and complementary to objective measures of teacher effectiveness taken from a teacher's first year in the classroom.     

Competition and public high school performance

Increasing the level of school competition has been suggested as a way to improve school performance. This study examines one of the most extreme examples of such reform using data from New Zealand public high schools. In the 1990s school zoning was abolished in New Zealand and public schools competed for students, not just with private schools, but also with each other. A categorical Data Envelopment Analysis model using data on school resources and student academic performance, stratified using student socio-economic characteristics, is used to calculate efficiency scores for schools. A regression model is then used to analyse differences in these efficiency scores and their relationship to different levels of competition.     

Dressed for success? The effect of school uniforms on student achievement and behavior

Uniform use in public schools is rising, but we know little about how they affect students. Using a unique dataset from a large urban school district in the southwest United States, we assess how uniforms affect behavior, achievement and other outcomes. Each school in the district determines adoption independently, providing variation over schools and time. By including student and school fixed-effects we find evidence that uniform adoption improves attendance in secondary grades, while in elementary schools they generate large increases in teacher retention.     

Professor Ludwig M. Lachmann (1906-1990): Scholar, Teacher, and Austrian School Critic of Late Classical Formalism in Economics

Ludwig M. Lachmann was born in Berlin in 1906 and died in Johannesburg in 1990. For more than forty years, until his retirement in 1972, Lachmann established himself as a prominent South African economist and for a time served as head of the economics department at the University of Witwatersrand. From 1974 to 1987, he worked with Professor Israel Kirzner in New York City to give new shape and life to the older Austrian school of economics. Lachmann influenced a small army of modern Austrians to discard the elaborate formalisms of orthodox economics for a "radical subjectivism" that had its roots in the teachings of the founder of the Austrian school, Carl Menger. Here a small platoon of scholars offer their thoughts about Lachmann, his contributions to economic reasoning, and his eccentric but engaging character. First hand reports explain what their mentor taught and what his students took away. Lavoie makes the case that Lachmann's "radical subjectivism" took a rhetorical turn toward the end of Lachmann's career in New York City. In addition, Kirzner reports on his long and most productive relationship with Lachmann and provides additional insights about the seminal role of the Austrian Economics Seminar at New York University from 1985 to 1987 in giving shape to the modern Austrian revival. This article is the written version of a "Remembrance and Appreciation Session" held on June 28, 1999 at the History of Economics Society meeting at the University of North Carolina in Greensboro. It is one of an ongoing series that appears in the July issues of this journal.     

Public Governance and School Performance

Abstract

According to the New Public Governance paradigm, this paper analyses the institutional and organizational conditions that can lead to an improvement in student learning (a typical co-produced outcome) by acting on the promotion of genuine collaborative relationships. The distinctive features of Italian distributed governance and the challenges for school management are discussed by examining TIMSS and INVALSI data. The results show that collaborative public management supports schools in improving student learning, confirming the research hypothesis for primary schools (IV grade) and schools that operate in socially and economically poor contexts.     

Government secondary school finances in New South Wales: accounting for students’ prior achievements in a two-stage DEA at the school level

This study measures the efficiency of government secondary schools in New South Wales, Australia, using a two-stage semi-parametric production frontier approach to schooling. In contrast to previous research comparing school performance with two-stage data envelopment analysis (DEA), we control for prior academic achievement of students by using a rich data set from 2008 to 2010. We employ detailed financial data for deriving the envelope for the efficient production frontier of the schools. Using Simar and Wilson’s (J Econ 136:31-64, 2007, J Prod Anal 36:205-218, 2011a) double bootstrap procedure for two-stage DEA, the study finds that schools with lower total student numbers, a higher average of years of service of teachers, a higher ratio of special education students that attracts extra government funding, and girls only do better than other schools. On the other hand, a negative influence comes from a school’s location in provincial and outer metropolitan areas. An important result is that the socio-economic background of students attending a school has no significant effect on their academic performance, whereas higher prior academic achievements have a positive and statistically significant impact on student achievement. These results are relevant to decision makers for the school sector, in particular for funding criteria contained in the Gonski (Review of funding for schooling - Final report (December). Canberra: Commonwealth Government of Australia, 2011) review report.     

The impact of Chicago’s small high school initiative

This project examines the effects of the introduction of new small high schools on student performance in the Chicago Public School (CPS) district. Specifically, we investigate whether students attending small high schools have better graduation/enrollment rates and achievement than similar students who attend regular CPS high schools. We show that students who choose to attend a small school are more disadvantaged on average, including having prior test scores that are about 0.2 standard deviations lower than their elementary school classmates. To address the selection problem, we use an instrumental variables strategy and compare students who live in the same neighborhoods but differ in their residential proximity to a small school. In this approach, one student is more likely to sign up for a small school than another statistically identical student because the small school is located closer to the student’s house and therefore the “cost” of attending the school 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 positive impact on student achievement as measured by test scores.     

George Raymond Geiger (1903-1998): A Rich Life

ABSTRACT George R. Geiger, professor of Philosophy at Antioch College for fifty years, died March 19, 1998. He was a founding member of the editorial council of the American Journal of Economics and Sociology (1941-1998) and of the Antioch Review (1941-1998). He was also an advisor to and consulting editor of the Humanist (1955–59). He was the son of the founder of the Henry George School of Social Science of New York City and John Dewey's last doctoral student at Columbia University. Early on in his career he took up his father's cause, that of land value taxation; later he took up a defense of the contributions of his mentor, Dewey, and became in his own words a "journalist of philosophy."     

Project 1990: educational planning at the metropolitan level

The fragmentation of metropolitan areas into large numbers of relatively small school districts has rendered long range educational planning highly unreliable when conducted at the district level. This article discusses a cooperative planning venture which was undertaken by the forty school districts in the Buffalo, New York metropolitan area. The planning organization is described and the general procedures for making student population projections, expenditure projections and revenue projections are reported. Although the article focuses on methodology, findings of general interest are reported including organizational alternatives which were generated. The project was financed with funds appropriated under Title III of the Elementary and Secondary Education Act.     

Assessing the efficiency of secondary schools: Evidence from OECD countries participating in PISA 2015

One of the most important issues accompanying the publication of the main results of the well-known Programme for International Student Assessment (PISA) is the classification of countries according to student attainment. However, this ranking does not take into account some highly relevant factors, such as the different resource endowments of each education system or the heterogeneous context in which schools operate. This study aims to provide a fuller picture of education system operation worldwide by assessing the managerial efficiency of secondary schools in a cross-country framework. To do this, we use data from OECD countries participating in PISA 2015 and apply a robust nonparametric approach that accounts for the fact that schools were operating under heterogeneous conditions before the efficiency measures of performance were estimated. Our results suggest that the consideration of both school resources and environmental factors significantly modifies the country ranking based solely on student results.     

Do charter schools crowd out private school enrollment? Evidence from Michigan

Charter schools have been one of the most important dimensions of recent school reform measures in the United States. Though there have been numerous studies on the effects of charter schools, these have mostly been confined to analyzing their effects on student achievement, student demographic composition, parental satisfaction, and the competitive effects on traditional public schools. This study departs from the existing literature by investigating the effect of charter schools on enrollment in private schools. To investigate this issue empirically, we focus on the state of Michigan where there was a significant spread of charter schools in the nineties. Using data on private school enrollment from biennial NCES private school surveys, and using a fixed effects as well as an instrumental variables strategy that exploits exogenous variation from Michigan charter law, we investigate the effect of charter school penetration on private school enrollment. We do not find any causal evidence that charter schools led to a decline in enrollment in the private schools. Further, we do not find evidence that enrollments in Catholic or other religious schools were affected differently from those in non-religious private schools. Our results are robust to a variety of sensitivity checks.     

Does school ownership matter? An unbiased efficiency comparison for regions of Spain

The programme for international student assessment (PISA) 2006 Report (OECD, PISA 2006: science competencies for tomorrow’s world, Organisation for Economic Co-operation and Development, Paris in 2007) showed significant differences among Spanish students attending publicly financed schools. Publicly financed schools include entirely public schools and schools that are privately managed but publicly funded. Families with a lower socioeconomic status may self-select into public schools, so a direct efficiency comparison between the two school types could lead to flawed conclusions because of the possible school selection bias. In this paper, we suggest using a propensity score matching approach in order to correctly analyze the impact of school ownership on student performance. After tackling the self-selection problem, we use a stochastic parametric distance function framework to compare student efficiency and productivity in both school types across ten Spanish regions using PISA 2006 data. Furthermore, we propose two original measures to analyze the impact of school ownership on academic performance across regions: the average treatment effect on the treated on the production frontier and the average treatment effect on the treated assuming school inefficiency. We find that, on average, private government-dependent schools are more productive than public schools, although efficiency results across regions are highly divergent.     

Inclusionary Zoning and Exclusionary Development: The Politics of ‘Affordable Housing' in North Brooklyn

A key element of New York City Mayor Michael Bloomberg's New Housing Marketplace program has been the use of voluntary inclusionary zoning, through which private developers have been offered tax breaks and density bonuses to develop affordable housing on newly rezoned land. While this program has failed to alleviate the housing affordability crisis in New York City, little attention has been paid to its political effects on community‐based struggles over housing. This article addresses this question by examining the 2005 Greenpoint‐Williamsburg Waterfront Rezoning, which combined a voluntary inclusionary zoning program with a tenant services contract intended to mitigate the residential displacement effects of the rezoning. I critically examine its design, execution and monitoring, based on two years of work as an organizer and administrator of the tenant services contract. I argue that technologies of consent and control have reshaped the politics of housing in North Brooklyn by replacing resistance to gentrification with amelioration of its effects, through the anticipated creation of affordable housing. The upshot has been an emergent politics of housing in which real estate‐led development is regarded not as a cause of gentrification but as its solution.     

For Better or worse: Organizational turnaround in New York City schools

The performance of public organizations has become a more salient issue as the popularity of accountability policies has grown. Though organizations are often defined as underperforming, little is known about the effectiveness of various strategies commonly recommended for agency turnaround. This study provides a large-N test of three common categories of turnaround mechanisms – retrenchment, repositioning, and reorganization – in nearly 300 failing New York City schools between 2008 and 2011. Models show that none of the three turnaround strategies appear to be significantly associated with improvements in core organizational performance from an administrative perspective, although repositioning appears to improve client satisfaction.     

THE EFFECT OF POLICING STRATEGIES: EVIDENCE FROM THE USA

Changes in policing strategies in the USA during the 1990s coincided with a significant decline in crime, particularly in New York City. However, academic research has shown that policing strategies played a relatively minor role in reducing crime in comparison with other factors.     

纽约与上海市知识服务业比较研究

本文通过对知识服务业含义的界定及纽约与上海市可比性的论述,应用大量详实的数据,采用实证方法对纽约、上海市知识服务业发展情况进行比较分析,得出上海市知识服务业中咨询业和广告业有很好的发展势头,而法律产业、健康服务产业等潜力巨大并有很强的发展空间等结论,并提出对策建议。     

An Analysis of the Value Added by Secondary Schools in England: Is the Value Added Indicator of Any Value?*

This paper argues that the value added score published for all publicly funded secondary schools in England is an unreliable indicator of school performance. A substantial proportion of the between‐school variation in the value added score is accounted for by factors outside the school's control. These factors include several pupil‐related variables such as the proportion of pupils on free school meals, the authorized absence rate of pupils and the proportion of pupils from ethnic minority backgrounds. The value added score is also related to several school characteristics such as the school's admission policy and its subject specialism. The main policy recommendation of this paper is that the value added score should not be used as a performance indicator, but should be used to gain a better understanding of why the value added score varies between schools.     

Differences in principals' leadership behavior in high‐ and low‐performing schools

This study was based on data from the 2008 Take20: Alabama Teaching and Learning Conditions Survey and focused on a comparison of teachers' perceptions of how school principals exercise their role in both high‐ and low‐performing elementary and middle schools that serve high‐poverty student populations. Teachers in the high‐performing schools consistently viewed their principals' behavior more positively than did their counterparts in the lower‐performing schools. Teachers reported less difference in regard to engaging the community to create shared responsibility for student and school success. Very little difference existed in the principal's involvement of teachers in key school decisions; neither population of principals scored high in this area.     

Is the institutionalization of urban movements inevitable? A comparison of the opportunities for sustained squatting in New York City and Amsterdam

In this article the opportunity structures of New York City and Amsterdam for organized squatting are compared. New York City knew two distinct squatting waves, with an intermission of several years. The literature on US urban movements predicts transformation through cooptation and repression. Only the first wave, in which housing activists used squatting as a tactic, fits this prediction. The second wave of squatting in New York City, and squatting in Amsterdam in general, escaped cooptation because they involved a squatters' movement proper, in which squatting was not only a tactic but also central to its existence. Compared to Amsterdam, squatting in New York was hampered by technical difficulties and political isolation. Stricter protection of private property made New York squatters restrict themselves to publicly‐owned abandoned buildings. Turf conflicts tended to develop on the neighbourhood level when these buildings were later claimed for the development of low‐income housing. In Amsterdam this type of conflict was rare because of the broad support for low‐income (re)development. Instead, Amsterdam saw citywide protest directed at the real estate sector and municipal authorities. Cet article compare la structure des opportunités des villes de New York et Amsterdam concernant les squats organisés. New York a connu deux vagues de squattage séparées de plusieurs années. Les textes sur les mouvements urbains aux Etats‐Unis prévoient une mutation par cooptation et répression. Seule la première vague, pour laquelle les militants en faveur du logement ont utilisé le squattage comme tactique, répond à cette prédiction. La seconde vague d'opérations à New York, et celles d'Amsterdam en général, ont échappéà la cooptation, car il s'agissait de mouvements de squatters à proprement parler, où le squat n'était pas seulement une tactique mais surtout un fondement de leur existence. Comparéà Amsterdam, le squattage à New York s'est heurtéà des problèmes techniques et à un isolement politique. La protection plus stricte de la propriété privée a forcé les squatters new‐yorkais à se limiter aux bâtiments publics abandonnés. Des luttes de territoires ont eu tendance à se développer entre voisins lorsque ces bâtiments ont ensuite été réclamés pour aménager des logements à faible loyer. A Amsterdam, rare fut ce genre de conflit grâce au vaste soutien favorable au (ré)aménagement social; au contraire, une protestation générale s'est élevée à l'encontre du secteur immobilier et des autorités municipales.