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Abstract:
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This paper reports both literacy and mathematics outcomes for a three-year longitudinal sample of New York City elementary schools. Using a hierarchical linear model with repeated measures, this paper analyzes school-level achievement growth in schools that have implemented the America's Choice School Design a comprehensive school reform model compared to matched schools that have not. Additionally, this analysis evaluates whether the impact of the design is greater in schools with higher concentrations of disadvantaged subgroups. Results from the analysis suggest that the America's Choice design is effective at improving literacy test scores for both black and low-income students in the second year of program implementation. |