School District Reform in Newark: Within- and Between-School Changes in Achievement Growth, published by the National Bureau of Economic Research, and Assessing the Impact of the Newark Education Reforms: The Role of Within-School Improvement vs. Between-School Shifts in Enrollment, published by
the Center for Education Policy Research, Harvard University, are both
authored by Mark J. Chin, Thomas J. Kane, Whitney Kozakowski, Beth E.
Schueler, and Douglas O. Staiger. Mark Weber, a doctoral candidate at
Rutgers, and Bruce D. Baker, a Professor at Rutgers, reviewed the
reports.
Weber and Baker found that the
reports do not clearly define the treatment in question, omit important
factors that are known to affect student learning and test score
outcomes, are hampered by the use of crude data, and find what can, at
best, be described as isolated and small effect sizes.
According to the reports, the
Zuckerberg donation initiated a series of “reforms” in the Newark
schools. These reforms are divided into “within-school” (personnel
changes, Common Core implementation, turnaround schools, and a teacher
contract featuring differentiated pay) and “between-school” (school
closures, charter school expansion, and universal enrollment)
components.
The reforms were supposed to
spur increases in student achievement growth; however, the reports find
no increase in student growth or “value-added” in math and only nominal
increases in English language arts over the five-year period following
the grant. The reviewers note that these small gains in English are most
likely due to a change in assessments, rather than to any policies
connected to the Zuckerberg donation. They also note that many districts
close to Newark with similar demographics experienced similar gains in
ELA relative to the rest of the state, further calling into question any
causal inference that the gains had anything to do with policy changes
in Newark.
In addition, there is little
evidence presented as to how the reforms were actually implemented, or
how they differed from other New Jersey schools, making any claim of a
causal connection between the grant, the reforms, and student
achievement growth suspect.
A central contention of the
reports is that the majority of the small gain in English was due to the
“between-school” reforms: students moving from less productive to more
productive schools – specifically, to charter schools. Weber and Baker
find, however, that (in addition to the above-noted problems) the
reports did not account for critical differences between Newark’s
district schools and charter schools. Key differences include resources,
student characteristics, discipline, student attrition, staffing, and
curricular narrowing.
Assuming that the
“between-schools” locus is correct, the underlying change might be
“charterness” or might be one or more of these related differences that
have little to do with charterness. The results, therefore, are rendered
inconclusive and provide no evidence in favor of the Newark-Zuckerberg
reforms or the efficacy of moving students in urban districts to charter
schools.
The reports repeatedly claim
to be a “productivity” analysis—a type of analysis that evaluates which
schools or districts get the most “bang for the buck.” The reports,
however, make no attempt to account for differences in school “inputs” –
the resource differences that can have a profound effect on student
achievement. Because Newark charter schools enjoy significant resource
advantages over district schools, omitting those advantages from the
analyses greatly diminishes the value of these reports for shaping the
education policies of Newark schools.
For these reasons and others,
Weber and Baker conclude, the reports provide little evidence in favor
of the Zuckerberg-funded reforms, particularly when considering the
documented disruption around Newark’s schools that has occurred since
2010.
Find the review, by Mark Weber and Bruce B. Baker, at:
http://nepc.colorado.edu/thinktank/review-newark-reform
http://nepc.colorado.edu/thinktank/review-newark-reform
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