Education Policy Analytics Lab

Resource- and approach-driven multi-dimensional change: Three-year effects of School Improvement Grants

Authors: Min Sun, Emily K. Penner, Susanna Loeb

Abstract: Hoping to spur dramatic school turnaround, the Federal Government channeled resources to the country’s lowest performing schools through School Improvement Grants (SIG). However, research assessing SIG effectiveness is limited. This study utilizes a difference-in-differences strategy to estimate program impacts on multiple dimensions across the three-year duration of the SIG award in one urban school district. Following two years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in year three, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We identify other improvements indicative of SIG schools’ “healthy growth”, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.

Resource- and Approach-Driven Multidimensional Change

APA Citation: Sun, M., Penner, E., & Loeb, S. (2017). Resource- and approach-driven multi-dimensional change: Three-year effects of School Improvement Grants. American Educational Research Journal. 54(4), 607–643.