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RAND Says Most Public Schools Managed By Edison Schools Match or Exceed Gains of Comparable Public Schools in 4 to 5 Years
Oct 11, 2005
Inspiration, Perspiration, and Time
Operations and Achievement in Edison Schools
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New forms of governing and managing public schools have proliferated in recent years, spawning the establishment and growth of companies contracted to operate public schools. Among these education management organizations (EMOs), the largest and most visible is Edison Schools. In 2000, Edison asked RAND to analyze its achievement outcomes and design implementation. RAND designed an evaluation to address the following research questions:
- What are Edison’s strategies for promoting student achievement in the schools it manages?
- How are Edison’s strategies implemented in those schools?
- How does Edison’s management of schools affect student achievement?
- What factors explain differences in achievement trends among Edison schools?
The resources and accountability systems that constitute Edison’s design represent a coherent, comprehensive, and ambitious strategy to address key elements relevant to providing high-quality education. The best-functioning Edison schools demonstrate the promise inherent in Edison’s model, but this monograph reports considerable variation in the extent to which the schools realize the Edison ideal.
Average rates of student proficiency in Edison schools improve over time. On average, gains of Edison schools during the first three years of Edison operation do not exceed the gains of matched conventional public schools, but Edison results improve in years four and five. Edison’s average long-term gains are comparable to or better than those of matched conventional public schools.
Analysis of a number of case-study Edison schools suggests that schools that effectively implement the wide-ranging Edison curriculum, establish Edison’s professional environment, and operate with strong instructional leaders under limited constraints have positive achievement results. Given that Edison’s results have not been uniformly positive, this monograph suggests some actions that Edison and its current and future clients can take to promote greater consistency of results, in terms of both implementation and student achievement.
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Table of Contents
Chapter One
Introduction
Chapter Two
A Brief History of Edison Schools and a Review of Existing Literature
Chapter Three
Inspiration: Edison’s Strategies for “World-Class” Education
Chapter Four
Perspiration: The Edison Model in the Schools
Chapter Five
Methodology for Examining Academic Achievement in Edison Schools
Chapter Six
Time: Effects of Edison Management on Academic Achievemen
Chapter Seven
Inside the Black Box: Differences in Achievement Among Edison Schools
Chapter Eight
Conclusions and Implications
Appendix A
Causal Inference in the Analysis of Academic Achievement in Edison Schools
Appendix B
Analyses in Which Each Edison School Was Included
Appendix C
Calculating Standard Errors for Estimated Effects
Appendix D
Comparison of Traditional and Rank-Based Z-Scores
Appendix E
Comparison of Gain Score Method to an Alternative Approach Using Predicted Level Scores
Appendix F
Comparison of Schools with Large and Small Enrollment Change Between Y0 and Y1
Appendix G
Changes in Demographic Characteristics of Edison Students Through Years Four and Five
Appendix H
Comparison of Results for Philadelphia Schools and Other Schools
Appendix I
Comparison of Recent Change Analyses Using District Versus State Comparison Schools
Appendix J
Comparison of Y1 and Y0 Results Using District Versus State Comparison Schools
Appendix K
Supplemental Analyses to Explore the Y0 Results
Appendix L
Comparison of Y1 and Y0 Analyses Using a Common Set of Edison Schools
Appendix M
Differences in Z-Score Changes for Edison Schools That Were Managed by Edison for at Least Four Years
Research conducted by
The research described in this report was conducted by RAND Education for Edison Schools, Inc.
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