Injecting Successful Charter School Strategies into Traditional Public Schools: A Field Experiment in Houston
We implemented five strategies gleaned from practices in achievement-increasing charter schools – increased instructional time, a more rigorous approach to building human capital of teachers and administrators, high-dosage tutoring, frequent use of data to inform instruction, and a culture of high expectations – in twenty of the lowest performing schools in Houston, Texas. We show that the average impact of these changes on student achievement is 0.206 standard deviations in math and 0.043 standard deviations in reading, per year, which is comparable to reported impacts of attending high-performing charter schools. This suggests that the best practices of charter schools may be general lessons about the education production function.
This paper was revised on December 12, 2013
Document Object Identifier (DOI): 10.3386/w17494
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