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The Impact of a Comprehensive School Reform Policy for Weak Schools on Educational Achievement; Results of the First 4 years

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  • Roel Elk

    (CPB, Netherlands Bureau for Economic Policy Analysis)

  • Suzanne Kok

    (CPB, Netherlands Bureau for Economic Policy Analysis)

Abstract

This paper estimates the effects of a comprehensive school reform program on high-stakes test scores in Amsterdam. The program implements a systematic and performance-based way of working within weakly performing primary schools and integrates measures such as staff coaching, teacher evaluations and teacher schooling, and the use of new instruction methods. Difference-in-differences estimates show substantial negative effects on test scores for pupils in their final year of primary school. The program decreased test scores with 0.17 standard deviations in the first 4 years after its introduction. A potential explanation for this finding is the intensive and rigorous approach that caused an unstable work climate with increased teacher replacement.

Suggested Citation

  • Roel Elk & Suzanne Kok, 2016. "The Impact of a Comprehensive School Reform Policy for Weak Schools on Educational Achievement; Results of the First 4 years," De Economist, Springer, vol. 164(4), pages 445-476, December.
    • Handle: RePEc:kap:decono:v:164:y:2016:i:4:d:10.1007_s10645-016-9281-4
    DOI: 10.1007/s10645-016-9281-4
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    References listed on IDEAS

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    Cited by:

    1. Aenneli Houkes-Hommes & Bas Weel & Karen Wiel, 2016. "Measuring the Contribution of Primary-School Teachers to Education Outcomes in The Netherlands," De Economist, Springer, vol. 164(4), pages 357-364, December.

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    More about this item

    Keywords

    Comprehensive school reform; Educational achievement; Difference-in-differences;
    All these keywords.

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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