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Relevant bibliographies by topics / From school

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Academic literature on the topic 'From school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "From school"

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Hashim, Azmir. "Collegial Supervisory Practice in Malaysian Public Schools: Evidence from Secondary School Teachers." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 2439–53. http://dx.doi.org/10.37200/ijpr/v24i5/pr201942.

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Nezvalova, Danuše. "FROM A SUCCESSFUL SCHOOL TO SCHOOL IMPROVEMENT." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 3 (2009): 10–18. http://dx.doi.org/10.48127/spvk-epmq/09.1.10b.

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The article follows the trends leading to the improvement of quality in education which is offered by educa-tional institutions. The key concepts of these trends become the concepts of successful school and school improvement. Literature introduced the concept of a successful school in the 70ies of the last century. In the 80ies literature finds out the concept of school improvement. The definition of a successful school itself is problematic. Many authors view successful school as a school where pupils reach very good results in elementary skills, measured by corresponding tests. The authors suggest criteria of a successful school on the basis of research. The concept of school improvement is more practically oriented on school. It in-cludes the teacher as a researcher and the process of self-evaluation of a school and school evaluation. At the end of 90ies both concepts interconnect which leads to a lot of wider research. The research of world-wide successful school improvement point out to a range of key principles. These principles offer basic orientation leading to school improvement. It is needed to monitor the quality of offered education. Quality of school, its success and continuous improvement are basic challenge to quality of European education. Key words: successful school, school improvement, learning organization, principles of school improve-ment, student outcomes orientation, process orientation, schools of second millennium, schools of third millennium.

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Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith, and Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond." Educational Evaluation and Policy Analysis 12, no. 2 (1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.

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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones.

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M. Syvertsen, Carsten. "Towards a regional-global organizational model for leading research driven business schools. Findings from a longitudinal study in China, Europe and the USA from 2010 until 2016." Problems and Perspectives in Management 15, no. 2 (2017): 36–45. http://dx.doi.org/10.21511/ppm.15(2).2017.03.

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The author introduces the regional-globalized organizational design model suited for business schools wishing to play leading roles in research in the global knowledge economy. Professors were interviewed and secondary sources were used in the data collection process. In the time period lasting from 2010 until 2016. Chaos theory is used to illustrate the relevance of the regional-global model analyzing six business schools in China, Europe and the USA. The research suggests that the sampled business schools have become more research-focused in the time period the research took place due to a more complex and turbulent business environment. This is particularly the case for the elite business schools Harvard Business School, IESE Business School and China-Europe Business School. The research suggests that tailor making of research efforts can help business schools in their struggle for success, using elements from the crafting society as a benchmark.

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Marrapese, Bill, Jenny M. Gormley, and Kristen Deschene. "Reimagining School Nursing: Lessons Learned From a Virtual School Nurse." NASN School Nurse 36, no. 4 (2021): 218–25. http://dx.doi.org/10.1177/1942602x21996432.

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The COVID-19 pandemic has required thousands of public schools to quickly adapt to hybrid or fully remote models. These new models have presented unprecedented challenges for school nurses as they learn how to optimize their interactions with parents and students to provide ongoing support and monitoring of health. The growing reliance on virtual and hybrid public education is also placing new demands on school nurses to be versed in telehealth and school physicians to support their work. Greenfield Commonwealth Virtual School (GCVS) and other public virtual schools have been meeting these challenges for many years prior to the pandemic and have “lessons learned” to share with traditional “brick-and-mortar” nursing staff. GCVS students benefit from a climate that rewards collaboration between the health team, parents, teachers, and administrators, and this article will describe the role, job description, and other practices related to school nursing in a primarily virtual world.

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Cameron, Hannah. "From playing school to school placement." Primary Teacher Update 2013, no. 18 (2013): 52. http://dx.doi.org/10.12968/prtu.2013.1.18.52a.

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MacFerran, Ernie. "From Our School to Your School." Energy Engineering 108, no. 3 (2011): 7–25. http://dx.doi.org/10.1080/01998595.2011.10394224.

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Kloppenburg, Jack, and Neva Hassanein. "From old school to reform school?" Agriculture and Human Values 23, no. 4 (2006): 417–21. http://dx.doi.org/10.1007/s10460-006-9024-2.

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Chabrier, Julia, Sarah Cohodes, and Philip Oreopoulos. "What Can We Learn from Charter School Lotteries?" Journal of Economic Perspectives 30, no. 3 (2016): 57–84. http://dx.doi.org/10.1257/jep.30.3.57.

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We take a closer look at what can be learned about charter schools by pooling data from lottery-based impact estimates of the effect of charter school attendance at 113 schools. On average, each year enrolled at one of these schools increases math scores by 0.08 standard deviations and English/language arts scores by 0.04 standard deviations relative to attending a counterfactual public school. There is wide variation in impact estimates. To glean what drives this variation, we link these effects to school practices, inputs, and characteristics of fallback schools. In line with the earlier literature, we find that schools that adopt an intensive "No Excuses” attitude towards students are correlated with large positive effects on academic performance, with traditional inputs like class size playing no role in explaining charter school effects. However, we highlight that No Excuses schools are also located among the most disadvantaged neighborhoods in the country. After accounting for performance levels at fallback schools, the relationship between the remaining variation in school performance and the entire No Excuses package of practices weakens. No Excuses schools are effective at raising performance in neighborhoods with very poor performing schools, but the available data have less to say on whether the No Excuses approach could help in nonurban settings or whether other practices would similarly raise achievement in areas with low-performing schools. We find that intensive tutoring is the only No Excuses characteristic that remains significant (even for nonurban schools) once the performance levels of fallback schools are taken into account.

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Newmann, Fred, M. Bruce King, and Mark Rigdon. "Accountability and School Performance: Implications from Restructuring Schools." Harvard Educational Review 67, no. 1 (1997): 41–75. http://dx.doi.org/10.17763/haer.67.1.14141916116656q6.

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Many politicians and policymakers today link school accountability and school performance. Drawing on evidence from the corporate world, they assume that strong external accountability will impel schools to improve student achievement. In this article, however, Fred Newmann, M. Bruce King, and Mark Rigdon argue that three issues keep this popular theory from working in practice: a) implementation controversies around standards, incentives, and constituencies; b) insufficient efforts to organize the human, technical, and social resources of a school into an effective collective enterprise — what the authors term "organizational capacity" — and c) failure to recognize the importance of internal school accountability. In a study of twenty-four restructuring schools, the authors found that strong accountability was rare; that organizational capacity was not related to accountability; that schools with strong external accountability tended to have low organizational capacity; and the strong internal accountability tended to reinforce a school's organizational capacity. Although the implications of this study for both accountability policy and, more broadly, school restructuring efforts may appear disconcerting, the authors conclude with several practical guidelines to stimulate the kind of internal accountability that they found to be related to enhanced school performance.

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Dissertations / Theses on the topic "From school"

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Hancock, Kenneth Lee. "Funding inequity of Oklahoma's common schools from school year 82 to school year 89 /." Access abstract and link to full text, 1990. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9111083.

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Ahola-Sidaway, Janice Ann. "Student transition from elementary school to high school." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72833.

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Roberts, Joanne P. "The transition from primary school to secondary school." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491673.

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A feature ofthe education system in the United Kingdom is the transfer of children, at approximately age of 11, from a smaller primary school to a larger secondary school. Evidence suggests this transition is an important time in a child's life and whilst many children make a smooth transition, some find this change very difficult. This thesis reviews the literature regarding parental influence on the transition from primary school to secondary school. Research has identified tha,t parental involvement in a child's education can have a considerable effect on a child's academic and psychological adjustment. However, during transition, when children typically have to manage a number of competing demands, parental involvement generally declines substantially. To contextualise and facilitate an understanding ofthe factors which effect parental involvement during transition, th~ review aisp considered the influence oftransition on adolescent adjustment and parental influence on adolescent adjustment. The experimental paper explored the long term effects oftransition on adolescent adjustment by investigating how pre transition levels of cognitive ability, levels of psychopathology and emotional intelligence have an effect on transition. Pre transition (year 6) pupils comple.ted measures ofcognitive ability, emotional intelligence and psychopathology. Post transition (year 7 and year 8) pupils completed measures ofemotional intelligence, psychopathology and answered questions abouttransition. The results demonstrated low self concept and/or high anxiety scores were significant predictors ofa negative report oftransition. Furthermore, a higher score on one measure ofemotional intelligence proved a significant predictor ofa positivereport oftransition.

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Grandison, Karen Joy. "School refusal : from short stay school to mainstream." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1517/.

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School attendance is a high profile issue at both national and local levels, and links have been made between poor attendance and low attainment, poor employment outcomes and antisocial behaviour (Reid 1999, 2002). This small scale research study focuses on a group of young people referred to as school refusers, who experience difficulties attending school associated with anxiety and emotion. This small scale, case study based research revolves around five young people who have been reintegrated into mainstream school following a period at a Short Stay School (PRU) for key stage 3 and 4 pupils with mental health and medical needs. In addition to the young people, participants include their mothers, the learning mentor from the Short Stay School and a mentor from the receiving mainstream school. Findings underline the heterogeneous nature of cases and an experience of school refusal associated with intense emotions for the young people and their parents. Change associated with school and home factors are implicated in school refusal as are factors including social anxiety, bullying, the child/parent dynamic and characteristics of the young person. School refusal is a long term matter requiring ongoing support even after reintegration.

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Anh, Nguyen Ngoc. "Transition from school to work : high school dropouts, first destination from high school and time to first job." Thesis, Lancaster University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404253.

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Maduka, Grace U. "Transition from school to work." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.

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Wong, Chi-pong Samson. "A new school : challenge from 2000+ /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948076.

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Geiser, Jill S., Jamie Brett Chisum, Anna Carollo Cross, and IV Charles Alexander Grandson. "Turning Around Schools: A View From School Leaders as Policy Implementers." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3814.

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Thesis advisor: Rebecca Lowenhaupt<br>This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. Focusing on school leaders as turnaround policy implementers, this research considers how school leaders come to understand their work of turning around a chronically underperforming school in the context of responding to policy mandates. Research findings, which emerged from Interviews, observations, and policy analysis, reveal that school leaders in this LEA are engaged in sense-making of turnaround policy and practice, which informs their decisions about how to implement turnaround. School leaders begin by asking questions about the policy requirements which center on decisions about how to organize staff and utilize resources. Yet, findings show that their sense-making goes beyond policy requirements to other areas of turnaround work. Namely, they also make sense of the data, which plays a prevalent role in turnaround in that it informs how school leaders diagnose the school's strengths and weaknesses. School leaders then consider the leadership practices that would effectively raise achievement in the school. Findings also show that how school leaders make sense of these areas is influenced by their communication with other stakeholders, their background knowledge and experience in turnaround, and the context of the school. These findings lead to the recommendations to increase communication that focuses on facilitation of sense-making, to communicate a transparent process about how decisions about resource distribution are made across the LEA, to build capacity around data analysis throughout the LEA, and to communicate a vision of turnaround leadership for the LEA<br>Thesis (EdD) — Boston College, 2014<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education

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Rowe, Fiona. "Building school connectedness : evidence from the health promoting school approach." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16233/.

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School connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community, is a well-documented protective factor for child and adolescent health. However, strategies for promoting school connectedness are less well known. The Western Gateway Health Promoting Schools Grant Scheme is a program that aims to increase school connectedness by using the health promoting school approach in disadvantaged communities in South-East Queensland, Australia. The scheme provides an opportunity for schools to apply for funding to implement strategies that increase students' sense of school connectedness, using a Health Promoting School approach. Evaluation of the Western Gateway Health Promoting School Grant Scheme provided an opportunity to investigate the influence of the health promoting school approach on school connectedness. The influence of the health promoting school approach on school connectedness was evaluated using a qualitative case study methodology. Three school communities were investigated as single, related case studies to examine the impact of the health promoting school approach on school connectedness. A conceptual framework, based on the theoretical understanding of how the health promoting school approach influences school connectedness, was developed and used as a guide to investigate the relationships within the case study schools. The health promoting school model, which is a 'settings' approach to health promotion, has the potential to promote school connectedness as it is based on the inclusive, participatory, and democratic principles shown to be necessary for the development of social connectedness at the broader community level. The model illustrates this potential through two mechanisms 1) processes that are characterised by the inclusion of a diverse range of members that make up a community; the active participation of community members and equal 'power' relationships, or equal partnerships among community members; and 2) structures such as school policies, school organisation and the school physical environment, that reflect the values of participation, democracy and inclusion andor that promote processes based on these values. These processes and structures, which are located both in the classroom and within the broader school environment, collectively hold the potential to promote connectedness in the school setting. Data on these relationships were collected using in-depth interviews with representatives of groups within the school community such as school staff, parents, students, health service and community agency workers. Additionally, student focus groups and documentary evidence, such as school program reports and observations of health promoting school activities were used in the collection of data. Data sources were triangulated to gain a complete understanding of the impact of the health promoting school approach on school connectedness. Data analysis was conducted by categorising the data into themes and categories based on, but not limited to, the conceptual framework that guided data collection. Data display matrices enabled theoretical relationships between the health promoting school approach and school connectedness to be drawn. The results of the in-depth qualitative evaluation of the program show that the health promoting school approach influences school connectedness through the mechanisms of a 'whole-school approach' that encourage interaction between members of the whole school community. Specific activities that promoted school connectedness were 'whole school' activities that celebrated the school community, for example, the launch of a school cafd and 'whole-class' activities where students and school staff work together towards a shared goal, such as the planning of a school breakfast tuckshop. Activities that encouraged links between classes and school staff in a school community, for example, shared curriculum planning in the co-ordination of a school breakfast tuckshop program also contributed to school connectedness by promoting interaction among school community members. Health promoting school structures and processes help to develop mutual reciprocal relationships characterised by school community members getting to know others better and developing care and support for each other, which in turn develops into other indicators of school connectedness, such as tolerance of diversity, perceptions of being valued, trust, perceptions of safety, and decreased absenteeism. A key element of health promoting school structures and processes that enables the formation of these relationships is the inclusive nature of the approach, which encourages school community members to participate in the school community. This encourages the formation of mutual reciprocal relationships. A number of elements of the health promoting school approach encourage participation in the community. For example, the formation of mutual, reciprocal relationships requires activities that are economically inclusive, and characterised by a social, positive, fun or celebratory element; that are informal and well-managed. Specifically, events characterised by eating food together; real-life activities; activities the school community 'owns' by having a say in them; and activities that involve school community members working together are important for the development of mutual reciprocal relationships. These elements occur at the level of the school and the broader school community interactions, as well as at the level of the class and interactions between classes within the school. In summary, this research provides evidence that the health promoting school approach is an effective model to influence school connectedness, which in effect promotes the health and well-being of children and adolescents.

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Winarti, Eny. "School-Level Curriculum: Learning from a Rural School in Indonesia." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336490246.

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Books on the topic "From school"

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From school to school. M.E. Warr, 1989.

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Warr, Mary. From school to school. M. Warr, 1989.

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MacBeath, John. Home from school. Jordanhill Coll.of Educ., 1989.

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Disaffection from school. Methuen, 1986.

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Reid, Ken. Disaffection from school. Methuen, 1986.

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Wills, Rod, Missy Morton, Margaret McLean, Maxine Stephenson, and Roger Slee, eds. Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0.

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Dave, Mearns, and Smith Maureen, eds. Home from school. Jordanhill College of Education, 1987.

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Free from school. Other India Press, 1999.

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Masheder, Mildred. Freedom from bullying. Green Print, 1998.

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1966-, Reisgies Teresa, and O'Reilly Ann, eds. Greetings from high school. Peterson's Guides, 1991.

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Book chapters on the topic "From school"

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Wills, Rod, Missy Morton, Margaret Mclean, Maxine Stephenson, and Roger Slee. "Introduction." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_1.

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Mcmaster, Christopher. "Limiting the Definition and the Discourse." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_10.

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Mclean, Margaret. "Parent Struggles with Education and the School System." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_11.

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Mara, Diane. "Is Anyone Listening?" In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_12.

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Kearney, Alison. "Parent-School Relationships and the Exclusion of Disabled Students from and within School." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_13.

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Mclean, Margaret, Gerlinde Andraschko, Elizabeth Elsworth, Judith Harris, Judith Selvaraj, and Colin Webster. "Parents of Disabled Children Talk about their Experiences of Partnership After Special Education 2000." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_14.

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Macartney, Bernadette. "How ‘Specialese’ Maintains Dual Education Systems in Aotearoa, New Zealand." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_15.

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Wills, Rod, Bernadette Macartney, and Colleen Brown. "Pushing the Stone Up the Hill." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_16.

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Morton, Missy. "Resisting Neoliberalism." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_17.

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Berryman, Mere. "Relational and Culturally Responsive Indigenous Approach to Belonging and Inclusion." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_18.

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Conference papers on the topic "From school"

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Rodriguez, Eunice, Ashini Srivastava, and Melinda Landau. "Increasing Screening Follow-up at Underserved Schools: A Partnership with School Nurses." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.186.

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Takagsihi, Jennifer, Sharon Dabrow, Carol Lilly, Carolyn Adams, Sara Hinojosa, and Kathleen Armstrong. "School Psychologists in Continuity Clinic." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.43.

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McClain, Bonnie. "From Space to School." In 54th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.iac-03-p.1.05.

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Wilson, Laura D., Alex Diamond, and Michael de Riesthal. "Return to School After Sports-related Concussion." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.202.

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CECCHINI, STEFANO. "ASTROPARTICLE PHYSICS FROM SPACE." In Proceedings of the 7th School. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701893_0013.

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Slavova, Siyana, and Olga Georgieva. "Information Retrieval from School Data." In the 2018 International Conference. ACM Press, 2018. http://dx.doi.org/10.1145/3293475.3293487.

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Taddei-Ferretti, C., and C. Musio. "From Structure to Information in Sensory Systems." In International School of Biocybernetics. WORLD SCIENTIFIC, 1999. http://dx.doi.org/10.1142/9789814528177.

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de Oliveira, Fátima Modesto. "FROM SCHOOL PARTY TO SCHOOL WITHOUT PARTY: NORMATIZATIONS AND HETERONOMIES." In IV International Symposium Adolescence(s) and II Education Forum. Universidade Federal de São Paulo, 2018. http://dx.doi.org/10.22388/2525-5894.2018.0063.

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"THE TEACHING OF AUDITING: FROM SCHOOL ATTENDANCE TO VIRTUAL SCHOOL." In 1st International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0001236805370546.

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GIACOMELLI, G., and B. POLI. "RESULTS FROM HIGH ENERGY ACCELERATORS." In Proceedings of the Sixth School. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812777492_0016.

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Reports on the topic "From school"

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Lanier, R. G. From elementary school science to graduate school textbooks. Office of Scientific and Technical Information (OSTI), 1990. http://dx.doi.org/10.2172/6476803.

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Uribe, Claudia, Richard Murnane, John Willett, and Marie Andrée Somers. Expanding School Enrollment by Subsidizing Private Schools: Lessons from Bogotá. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11670.

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.

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Dee, Thomas, Elizabeth Huffaker, Cheryl Phillips, and Eric Sagara. The Revealed Preferences for School Reopening: Evidence from Public-School Disenrollment. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29156.

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Jackson, C. Kirabo, Shanette Porter, John Easton, and Sebastián Kiguel. Who Benefits From Attending Effective Schools? Examining Heterogeneity in High School Impacts. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w28194.

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Hastings, Justine, Thomas Kane, and Douglas Staiger. Parental Preferences and School Competition: Evidence from a Public School Choice Program. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11805.

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Rowan, Brian, Richard Correnti, Robert Miller, and Eric Camburn. School Improvement by Design: Lessons From a Study of Comprehensive School Reform Programs. Consortium for Policy Research in Education, 2009. http://dx.doi.org/10.12698/cpre.2009.sii.

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Dee, Thomas. School Turnarounds: Evidence from the 2009 Stimulus. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w17990.

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Domínguez, Patricio, and Krista Ruffini. Long-Term Gains from Longer School Days. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002416.

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Bonilla, Sade, and Thomas Dee. The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23462.

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