This working paper examines the sensitivity and precision of teacher value-added model (VAM) estimates obtained under model specifications that differ based on whether they include student-level background characteristics, peer-level background characteristics, and/or a double-lagged achievement...

Ideally, nonexperimental methods that aim to replicate the results of rigorous randomized experiments focus on the intent to treat (ITT) experimental impact estimate, the most causally rigorous measure. This working paper develops a new replication approach that facilitates testing...

This report presents descriptive analyses of the enrollment patterns, background characteristics, test scores, and graduation rates of students enrolled in three types of public high schools in Philadelphia: alternative disciplinary schools; alternative accelerated schools for students who...

This report evaluates the impacts of Philadelphia’s accelerated schools—alternative high schools serving students at high risk of dropping out—on enrollees’ graduation rates and on rates of credit accumulation for recent enrollees.

This report presents findings on the implementation of parental choice options from the first year of two national studies of <I>No Child Left Behind</I>. In 2004-2005, nearly 6.2 million students were eligible for Title I school choice and as many as 1.8 million were eligible for supplemental...</i>

This article measures the achievement impacts of 41 Knowledge Is Power Program (KIPP) charter middle schools nationwide and found consistently positive and statistically significant test-score effects in reading, math, science, and social studies.

This report evaluates the impacts of Philadelphia’s accelerated schools—alternative high schools serving students at high risk of dropping out—on enrollees’ graduation rates and on rates of credit accumulation for recent enrollees.