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1、Are“Failing”SchoolsReallyFailing?UsingSeasonalComparisontoEvaluateSchoolEffectivenessDouglasB.DowneyPaulT.vonHippelTheOhioStateUniversityMelanieHughesUniversityofPittsburghTomany,itseemsobviouswhichschoolsarefailing—schoolswhosestudentsperformpoorlyonachievementtests.Butsincee
2、valuatingschoolsonachievementmixestheeffectsofschoolandnonschoolinfluences,achievement-basedevaluationlikelyunderestimatestheeffectivenessofschoolsthatservedisadvantagedpopulations.Inthisarticle,theauthorsdiscussschool-evaluationmethodsthatmoreeffectivelyseparateschooleffectsf
3、romnonschooleffects.Specifically,theauthorsevaluateschoolsusing12-month(calendar-year)learningrates,9-month(school-year)learningrates,andaprovocativenewmeasure,“impact”—whichisthedifferencebetweentheschool-yearlearningrateandthesummerlearningrate.UsingdatafromtheEarlyChildhood
4、LongitudinalStudyof1998–99,theauthorsshowthatlearning-orimpact-basedevaluationmeth-odssubstantiallychangeconclusionsaboutwhichschoolsarefailing.Inparticular,amongschoolswithfailing(i.e.,bottom-quintile)achievementlevels,lessthanhalfarefailingwithrespecttolearningorimpact.Inadd
5、ition,schoolsthatservedisadvantagedstudentsaremuchmorelikelytohavelowachievementlevelsthantheyaretohavelowlevelsoflearningorimpact.Theimpli-cationsofthesefindingsarediscussedinrelationtomarket-basededucationalreform.arket-basedreformspervadediscus-(NCLB)Actarepromptedbythebeli
6、efthatsionsofcurrenteducationalpolicyinwhenparentshaveinformationabouttheMtheUnitedStates.Thepotentialforqualityofschools,accompaniedbyachoicemarketstopromoteefficiency,longrecog-aboutwheretosendtheirchildren,competi-nizedintheprivatesector,representsantivepressurewillencourag
7、eadministratorsattractivemechanismbywhichtoimproveandteacherstoimproveschoolsbyworkingthequalityofpubliceducation,especiallyharderandsmarter.amongurbanschoolsservingpoorstudents,Criticaltothesuccessofamarketsystemiswhereinefficiencyissuspected(Chubbandtheneedforconsumers(i.e.,
8、parents)tohaveMoe1990;WalbergandBast2003).Boththegoodinformat
