State and Local Implementation of the No Child Left Behind Act:Volume VII:Title I School Choice and Supplemental Educational Services: Summary of Final Report

Vernez, Georges; Naftel, Scott; Ross, Karen; Floch, Kerstin Carlson Le; Beighley, Christopher; Gill, Brian

doi:10.1037/e532362010-001

Cited by 8 publications

(14 citation statements)

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“…The same conclusion was derived in an evaluation of the NCLB programme across states (Vernez, 2009). …”

Section: Case B: Charlotte-mecklenburg North Carolina United Statessupporting

confidence: 49%

“…What the study shows is that the timely provision of relevant information may be more important than the form it comes in. The same conclusion was derived through an evaluation of the NCLB programme across states (Vernez, 2009). …”

mentioning

confidence: 71%

“…In a large 2009 evaluation of NCLB across states, it was found that the majority of parents had heard about NCLB, but only one in five of them knew that their child attended a school identified as underperforming by the programme (Vernez, 2009). The study shows the importance of timely notification of parents.…”

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confidence: 96%

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Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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JT03290846 OECD DIRECTORATE FOR EDUCATION OECD Education Working Paper SeriesThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. ABSTRACTIn the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools. RÉSUMÉAu cours des trois dernières décennies, de nombreux gouvernements dans le monde entier ont introduit des mécanismes de marché au sein de leur système éducatif. Ils ont procédé ainsi en valorisant le choix des parents d'élèves et en encourageant la compétition scolaire à travers des politiques telles que l'abolition des zones scolaires, la création de programmes accessibles à l'aide de chèques scolaires, et mise en place des écoles à charte. Ces mécanismes de marché ont donné naissance à des débats passionnés dans les milieux politiques et scientifiques. Cependant, les toutes premières recherches dans ce secteur ont conclu que les effets des mécanismes de marché dans le secteur éducatif sont mineurs, lorsqu'ils sont déterminés. Cette étude essaie de comprendre pourquoi il en est ainsi en analysant la chaîne causale qui lie les mécanismes de marché aux résultats dans le secteur éducatif, en passant en revue les données empiriques à chaque étape du processus. Les résultats de cette étude soulignent le besoin d'un débat nuancé et modéré sur les mécanismes de marché dans l'éducation. Ce que mécanismes de marché signifie en pratique dépend fo...

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“…The same conclusion was derived in an evaluation of the NCLB programme across states (Vernez, 2009). …”

Section: Case B: Charlotte-mecklenburg North Carolina United Statessupporting

confidence: 49%

mentioning

confidence: 71%

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Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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“…FORTE actually chose and attended a different school (Stark Rentner et al, 2006;Vernez et al, 2009).…”

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confidence: 98%

Examining the Assumptions Underlying the NCLB Federal Accountability Policy on School Improvement

Forte¹

2010

Educational Psychologist

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“…Researchers have shown where flaws in policy logic may contribute to unfavorable policy views and low take-up rates. Personal experiences in and connections to existing schools preclude families' school transfer (Vernez et al 2009) as do school leaders' efforts to minimize NCLB's impact on district finances and operations (after all, keeping children in their residentially determined schools keeps funding in place and reduces the potential administrative burden of high transfer rates) (Hess and Finn 2004;Krueger and Ziebarth 2004;Howell 2006). Variance in service delivery method, intensity, and mechanism may also correlate with confusion and low enrollment in supplemental education services (Forte 2010).…”

Section: The Layout and Logic Of Nclbmentioning

confidence: 99%

What parents stilldo notknow about No Child Left Behind and why it matters

Lavery

2015

Journal of Education Policy

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State and Local Implementation of the No Child Left Behind Act:Volume VII:Title I School Choice and Supplemental Educational Services: Summary of Final Report

Cited by 8 publications

References 0 publications

Markets in Education

Markets in Education

Examining the Assumptions Underlying the NCLB Federal Accountability Policy on School Improvement

What parents stilldo notknow about No Child Left Behind and why it matters

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