{"id":315,"date":"2016-05-15T02:25:02","date_gmt":"2016-05-15T02:25:02","guid":{"rendered":"http:\/\/www.education.uw.edu\/epal\/?page_id=315"},"modified":"2019-07-18T16:51:40","modified_gmt":"2019-07-18T16:51:40","slug":"resource-and-approach-driven-multi-dimensional-change-three-year-effects-of-school-improvement-grants","status":"publish","type":"page","link":"https:\/\/www.education.uw.edu\/epal\/?page_id=315","title":{"rendered":"Resource- and approach-driven multi-dimensional change: Three-year effects of School Improvement Grants"},"content":{"rendered":"<p><span class=\"il\"><strong>Authors:<\/strong> Min<\/span> Sun,\u00a0Emily K. Penner, <i>&amp;\u00a0<\/i>Susanna Loeb<\/p>\n<p><strong>Abstract:\u00a0<\/strong>Hoping to spur dramatic school turnaround, the Federal Government\u00a0channeled resources to the country\u2019s lowest performing schools through\u00a0School Improvement Grants (SIG). However, research assessing SIG\u00a0effectiveness is limited. This study utilizes a\u00a0difference-in-differences strategy to estimate program impacts on\u00a0multiple dimensions across the three-year duration of the SIG award in\u00a0one urban school district. Following two years of modest improvement,\u00a0we find pronounced, positive effects of SIG interventions on student\u00a0achievement in year three, consistent with prior literature indicating\u00a0that improvements from comprehensive school turnarounds emerge\u00a0gradually. We identify other improvements indicative of SIG schools\u2019\u00a0\u201chealthy growth\u201d, including reduced unexcused absences, increased\u00a0family preference for SIG schools, improved retention of effective\u00a0teachers, and greater development of teacher professional capacity.<\/p>\n<p><a href=\"http:\/\/www.education.uw.edu\/epal\/wp-content\/uploads\/2016\/05\/A.-Sun_-Penner_-and-Loeb_-2017.pdf\">Resource- and Approach-Driven Multidimensional Change<\/a><\/p>\n<p><strong>APA Citation:\u00a0<\/strong><strong><\/strong>Sun, M., Penner, E., &amp; Loeb, S. (2017). Resource- and approach-driven multi-dimensional change: Three-year effects of School Improvement Grants. <em>American Educational Research Journal<\/em>. 54(4), 607\u2013643.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Min Sun,\u00a0Emily K. Penner, &amp;\u00a0Susanna Loeb Abstract:\u00a0Hoping to spur dramatic school turnaround, the Federal Government\u00a0channeled resources to the country\u2019s lowest performing schools through\u00a0School Improvement Grants (SIG). However, research assessing SIG\u00a0effectiveness is limited. This study utilizes a\u00a0difference-in-differences strategy to estimate program impacts on\u00a0multiple dimensions across the three-year duration of the SIG award in\u00a0one urban school district. Following two years of modest improvement,\u00a0we find pronounced, positive effects of SIG interventions on student\u00a0achievement in year three, consistent with prior literature indicating\u00a0that improvements&#8230;<\/p>\n<div><a class=\"more-link\" href=\"https:\/\/www.education.uw.edu\/epal\/?page_id=315\">Continue reading <span class=\"screen-reader-text\">Resource- and approach-driven multi-dimensional change: Three-year effects of School Improvement Grants<\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"templates\/template-no-sidebar.php","meta":{"footnotes":""},"class_list":["post-315","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.education.uw.edu\/epal\/index.php?rest_route=\/wp\/v2\/pages\/315","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.education.uw.edu\/epal\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.education.uw.edu\/epal\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.education.uw.edu\/epal\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.education.uw.edu\/epal\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=315"}],"version-history":[{"count":3,"href":"https:\/\/www.education.uw.edu\/epal\/index.php?rest_route=\/wp\/v2\/pages\/315\/revisions"}],"predecessor-version":[{"id":589,"href":"https:\/\/www.education.uw.edu\/epal\/index.php?rest_route=\/wp\/v2\/pages\/315\/revisions\/589"}],"wp:attachment":[{"href":"https:\/\/www.education.uw.edu\/epal\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=315"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}