Your search
Results 7 resources
-
School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of...
-
To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis....
-
Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can...
-
This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of...
-
The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb, & Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified...
Explore
Theme
Location
-
Americas
- Central America
-
Caribbean
(2)
- Jamaica (1)
- Trinidad and Tobago (1)
-
Northern America
(6)
- Canada (2)
- United States (6)
- South America (4)
-
Africa
(5)
- Eastern Africa (4)
- Middle Africa (3)
- Northern Africa (1)
-
Southern Africa
(3)
- Botswana (1)
- Lesotho (2)
- Malawi (3)
- Mozambique (2)
- Namibia (2)
- South Africa (2)
- Western Africa (3)
-
Asia
(7)
-
Eastern Asia
(4)
- China (4)
- Japan (2)
- Korea, Republic (1)
- South-eastern Asia (3)
-
Southern Asia
(5)
- Afghanistan (1)
- Bangladesh (2)
- India (5)
- Nepal (2)
- Pakistan (2)
- Sri Lanka (1)
- Western Asia (5)
-
Eastern Asia
(4)
-
Europe
(7)
-
Eastern Europe
(1)
- Czech Republic (1)
-
Northern Europe
(5)
- Finland (2)
- Ireland (2)
- Norway (2)
- Sweden (2)
- United Kingdom (4)
- Southern Europe (2)
-
Western Europe
(5)
- Belgium (1)
- France (4)
- Germany (3)
- Netherlands (2)
-
Eastern Europe
(1)
-
Oceania
(2)
-
Australia and New Zealand
(2)
- Australia (2)
-
Melanesia
(2)
- Papua New Guinea (2)
- Vanuatu (1)
-
Micronesia
(1)
- Nauru (1)
-
Australia and New Zealand
(2)