A Preliminary Analysis of the Effects of the School Improvement Grant Program on Student Achievement in Texas
I use school-level data from the state of Texas to test whether receiving a School Improvement Grant has led to higher graduation, completion, or dropout rates and/or increased student achievement, as measured by standardized tests in Reading, Math, Science, Social Studies, and Writing. As part of this analysis, I also test to see if the effects of the program vary for urban vs. rural schools, charters vs. non-charters, or between demographic subgroups. The results of my analysis suggest that in its first year of implementation SIG had a negative effect on student achievement at elementary and middle schools across almost all subjects and subgroups and little effect on achievement at high schools, although the program does appear to have had a positive effect on graduation rates. These results also suggest that rural schools saw fewer benefits from the program than urban schools, while the effects for charter schools were relatively similar to the effects for traditional public schools.
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