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"No Child Left Behind" and the effectiveness of professional development programs on students' performance: evidence from schools in Missouri
Nicolás Matías Ajzenman Sebastián Galiani
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Resumen/Descripción – provisto por el repositorio digital
"Among other reforms, the No Child Left Behind Act (NCLB) included special funding for Professional Development Programs, with the particular objective of enhancing the performance of the neediest schools. In this paper, we evaluate for the first time a state-wide Professional Development program in Elementary and High Schools in the State of Missouri. Using matching and Diff-in-Diff techniques, we find that the Program seemed to have a positive and significant effect in the Math scores (annual standardized tests) for almost all the evaluated grades in the High School level (+2% to 4.7%) during 2011-12. However, no significant effects were found in Math or Science in Primary School. The results are particularly relevant because the NCLB Act clearly establishes automatic mechanisms to punish or reward schools using our outcome as the decision variable. The Professional Development Programs aim to improve the children scores in the standardized tests to fulfill the NCLB requirements."Palabras clave – provistas por el repositorio digital
United States.; No Child Left Behind Act of 2001; Estados Unidos.; No Child Left Behind Act of 2001.; Teachers; Training of; Missouri.; Education and state; Missouri.; Maestros; Formación profesional; Misuri.; Educación y Estado; Misuri.
Disponibilidad
| Institución detectada | Año de publicación | Navegá | Descargá | Solicitá |
|---|---|---|---|---|
| No requiere | 2013 | Repositorio Digital San Andrés (SNRD) |
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Información
Tipo de recurso:
tesis
Idiomas de la publicación
- inglés
País de edición
Argentina
Fecha de publicación
2013-08
Información sobre licencias CC
