Relevant bibliographies by topics / School change

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School change'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "School change"

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Tarsan, Vitalis. "MEMULAI, MELAKSANAKAN, DAN MENYELESAIKAN PERUBAHAN DI SEKOLAH." JIPD (Jurnal Inovasi Pendidikan Dasar) 4, no. 1 (January 31, 2020): 34–45. http://dx.doi.org/10.36928/jipd.v4i1.359.

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Abstract: Schools that are able to survive in the future are schools that embraced change. Not only embracing but managing it cleverly. Schools must be changed because the world around them changes too. When a school plans a change, it must be started from the planning of the change itself, which is determining what must be made, who changes it, when it is changed, why it is changed, and how it is changed. After everything was clear, then the school entered the movement stage. In the process of movement, schools must break through comfort zones, sell the change, strengthen individual capacity, provide financial support and facilities and strengthen school governance systems. After the school community is able to stand up, run, and race in the expected changes; then the school ensuring whether the planned changes have been carried out according to the plan or not. Then the school needs to do an evaluation and subsequently, make continuous improvements. And finally, give credit to the people involved in the change and celebrate the success of the change together.
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Maranto, Robert, and M. Danish Shakeel. "Family Change, Schools, and School Choice." Journal of School Choice 15, no. 1 (January 2, 2021): 7–9. http://dx.doi.org/10.1080/15582159.2021.1883902.

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Bhandari, Prem Raj. "Change yourself to change your institution: Perspectives on educational change." Scholars' Journal 3 (December 1, 2020): 164–77. http://dx.doi.org/10.3126/scholars.v3i0.37141.

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The main objective of this study is to discuss the perspectives of school change. This study is a theoretical analysis and based on document review. The concept of educational change is described as school improvement. It is one of the ways to address the changing social needs through the technological, political, and cultural change of the school. School improvement or change is to change the school system as a whole for the attainment of better results, but questions arise about how to change, who is to change, and what to change and answers are varied and complicated. The concept of educational change is multidimensional. The perspective of technological change focuses on well-equipped classrooms and the use of information communication technology. The perspective political change fosters on power, authority, and interests of people. The cultural viewpoint asserts that the values, norms, and behaviour influence the organizational performance and unless changing it, the system cannot be changed. School change is necessary for the Nepalese context and in doing so, all the three perspectives technological, political, and cultural are necessary to address. The technological part of the school system is nearly very poor, the party politics in schools is influencing the authority and the school culture is not favourable to address the changing needs of the society. So, all the dimensions are needed to be taken into consideration to change the school system in Nepal.
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Levin, Benjamin, and J. Anthony Riffel. "Conceptualising School Change." Cambridge Journal of Education 28, no. 1 (March 1998): 113–27. http://dx.doi.org/10.1080/0305764980280109.

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Schadler, David C. "School Change (book)." Journal of Educational and Psychological Consultation 7, no. 3 (September 1996): 285–88. http://dx.doi.org/10.1207/s1532768xjepc0703_8.

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Heckman, Paul E., and Francine Peterman. "Indigenous Invention: New Promise for School Reform." Teachers College Record: The Voice of Scholarship in Education 98, no. 2 (December 1996): 307–27. http://dx.doi.org/10.1177/016146819609800205.

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In recent years, there has been general recognition of the need for changes in the public school system, and various reform efforts have been—and are currently—under way throughout the country. We describe here two processes or strategies used in these change efforts. First is the historical and current use of the implementation-of-innovations process and its failure to promote sufficient school change for all children—especially those in low-income areas—to achieve and be successful. The second is “indigenous invention,” a strategy supported by evidence of changes in elementary schools participating in the foundation-funded school-change effort known as the Educational and Community Change (ECC) Project. The indigenous-invention process acknowledges that those indigenous to the school and neighborhood can bring about changes in schools that will engage the children and promote learning, and have the potential to decrease the school dropout rate.
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Pokharel, Babin. "Preparation of Principal for School Change: A Singapore Perspective." Journal of Education and Vocational Research 4, no. 9 (September 30, 2013): 246–53. http://dx.doi.org/10.22610/jevr.v4i9.127.

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This paper examines the understanding of the educational leadership process and the exploration of systematic preparation of private school principal in order to cope with future school change. Leading through change in education is a must in 21st century. Various contexts determine the change in leadership process. In schools, principal needs to be prepared in order cope with contextual changes. Changes in school can be seen various contexts such as cultural, technological, policy level, outbound competitions so on and so forth. School principal are the most important catalyst in the construction of new and innovative leadership practices that enhance the change process. Specifically, it presents the findings from the case of four private schools principal in Singapore through their storytelling. This paper includes an overview of the study and a discussion of growing themes related to the leadership process of the principals and their preparation strategy for a school change. The results from this study indicate how school principal prepare themselves for future and school change taking the entire internal and external environment into consideration.
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Inandi, Yusuf, Binali Tunc, and Fahrettin Gilic. "School administrators’ leadership styles and resistance to change." International Journal of Academic Research 5 (October 15, 2013): 196–203. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.30.

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Dogani, Besa. "SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL." Knowledge International Journal 28, no. 3 (December 10, 2018): 757–60. http://dx.doi.org/10.35120/kij2803757b.

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The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.
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Candipan, Jennifer. "Neighbourhood change and the neighbourhood-school gap." Urban Studies 56, no. 15 (February 19, 2019): 3308–33. http://dx.doi.org/10.1177/0042098018819075.

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Few studies examine how school and neighbourhood composition in the US correspond over time, particularly in a context of neighbourhood change. As neighbourhoods diversify along racial and economic lines, do public schools also diversify or grow increasingly dissimilar from their surrounding areas? Drawing on novel data linking neighbourhoods and schools in the US in 2000 and 2010, I document: how racial composition corresponds over time between traditional public schools and the neighbourhoods they serve; how the compositional gap changes when greater school choice is available; and how the compositional gap varies between neighbourhoods experiencing various trajectories of socioeconomic change. I find an increasing mismatch in the white composition of public schools and their surrounding neighbourhoods, specifically that schools enrol fewer white students than the composition of the neighbourhood. The compositional mismatch grows the most in neighbourhoods experiencing socioeconomic ascent, particularly as the number of nearby non-neighbourhood schools increases.
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Dissertations / Theses on the topic "School change"

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Fry, Thurman Jeffrey. "School improvement councils as change agents." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=442.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xv, 191 p. Vita. Includes abstract. Includes bibliographical references (p. 155-167).
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Goodvin, Sharon Bever Gibson Ian. "School leaders' readiness for systemic change in Kansas schools." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.

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Parker, Kirsten Elisabeth. "School councils and classroom change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/NQ41593.pdf.

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Powell, Keith Baden. "School sport and political change." University of the Western Cape, 1990. http://hdl.handle.net/11394/8130.

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Magister Educationis - MEd
This dissertation will attempt to explain the changes that have and are taking place within south African sport and especially school sport. This will be viewed in the context of changing political developments. The central question that will be addressed is whether progressive school sports bodies can effect meaningful political change. Kuhn's theory of scientific revolutions will be used as the theoretical framework for understanding social and political change. He developed the concept of paradigms (frame of .reference) in which an established paradigm prevails, challenged by an emerging rival paradigm. This theory has been applied to the present day south African political context in which the apartheid structure is the prevailing paradigm and the democratic movement, the emerging rival paradigm.
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Fink, Dean. "The attrition of change." Thesis, Open University, 1997. http://oro.open.ac.uk/57686/.

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Most newly constructed schools begin life as places of hope, enthusiasm, energy, and creativity. In many ways they might be considered 'moving' schools. Such schools strive to anticipate and change with the times. Within a relatively short time, however, a significant number of new schools evolve, indeed regress, into conventional schools. This loss of initial momentum and innovative direction experienced by many newly established schools occurs because of what this study describes as the `attrition' of change. This thesis presents an historical case study of a secondary school that was once one of Canada's most renowned, innovative schools in the 1970s, and now 26 years later, can be described as a conventional secondary school. Based on interviews with three cohorts of teachers and administrators who worked in the school in the 1970s, 1980s and 1990s, the study provides an opportunity for inquiring into and analysing the attrition of educational change. The evidence of this study of the history of an innovative school points to the existence of an ironic change dynamic, and a dual meaning for the title 'the attrition of change'. There is a natural tendency for the school itself to experience attrition and over time to lose much of its early momentum and innovativeness. This pattern, however, is usually accelerated by hostility from the school's larger professional and parental communities who perceive the school's innovations to be a threat to long held educational beliefs and practices. The staff members of the innovative school feel that their inordinately hard work is unappreciated and misunderstood, turn inward to school colleagues for protection and support and adopt a less venturesome approach to innovation and change. In the short term, therefore, the innovative school's influence upon the larger system's attitude towards change tends to be quite negative. In the longer term, however, the innovative school seems to exert significant impact beyond its own walls through the rule-breaking precedents it sets that open up opportunities for others, and through the key leaders it spawns who take their innovative images of schooling to other parts of the system, and initiate change elsewhere. Changes in one part of a system inevitably affect changes in the larger system. Innovative schools, therefore, can erode obstacles to change in the larger system and create a climate of experimentation where one may not have existed previously, thus the second meaning of the `attrition of change'.
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Mines, Janie L. (Janie Louvenia) 1958. "Integrated change management." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/60755.

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Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
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Hibbs, James D. "Leadership, change and the school principal." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36133.pdf.

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Blackmore, Debbie Marie. "Perceptions of change in school mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54861.pdf.

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Tse, Pak-hoi Isaac. "Dynamical systems theory and school change." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37626218.

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Books on the topic "School change"

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Hall, Christine, and Pat Thomson. Inspiring School Change. Edited by Hall Christine and Thomson Pat. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315691084.

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Hart, Leslie A. Guide to school change. New Rochelle, N.Y: Brain Age Publishers, 1985.

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Wortman, Robert. Administrators: Supporting school change. York, Me: Stenhouse Publishers, 1995.

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Wortman, Robert. Administrators: Supporting school change. Los Angeles, Calif: Galef Institute, 1995.

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Richardson, Michael D. School principals and change. New York: Garland, 1993.

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Organizing for school change. New York: Routledge, 2006.

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Stoll, Louise. Changing our schools: Linking school effectiveness and school improvement. Buckingham [England]: Open University Press, 1996.

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1949-, Connolly Una, ed. Effective change in schools. London: Routledge/Falmer, 2000.

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Brown, Daniel J. Decentralization: The administrator's guidebook to school district change. Newbury Park, Calif: Corwin Press, 1991.

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How to change to a nongraded school. Alexandria, Va: Association for Supervision and Curriculum Development, 1992.

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Book chapters on the topic "School change"

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Farnsworth, Kent A. "Legislating for Change." In Grassroots School Reform, 143–49. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_15.

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Cheng, Yin Cheong. "Management of school-based change." In School Effectiveness and School-Based Management, 215–44. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-13.

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Cheng, Yin Cheong. "Management of school-based change." In School Effectiveness and School-Based Management, 215–44. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-13.

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Oakes, Jeannie, Martin Lipton, Lauren Anderson, and Jamy Stillman. "School Structure." In Teaching to Change the World, 358–94. Fifth edition, revised and updated. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351263443-13.

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Murphy, Joseph F. "Change Forces." In Understanding Communities of School Leadership, 27–37. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-23759-1_3.

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Augustine-Shaw, Donna, Robert Hachiya, and Teresa Northern Miller. "Leadership for Change." In Quandaries of School Leadership, 207–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59120-9_12.

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Mitra, Dana L., and Daniella Hall. "Local School Districts and School Boards." In Educational Change and the Political Process, 121–36. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003212294-9.

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Waters, Lea E., Mathew A. White, Lan Wang, and A. Simon Murray. "Leading Whole-School Change." In Evidence-Based Approaches in Positive Education, 43–63. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9667-5_3.

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Sugrue, Ciaran. "Leadership Capacity: Cohorts, Continuity, Change." In Unmasking School Leadership, 229–53. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9433-6_10.

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Oakes, Jeannie, Martin Lipton, Lauren Anderson, and Jamy Stillman. "The School Culture." In Teaching to Change the World, 315–57. Fifth edition, revised and updated. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351263443-12.

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Conference papers on the topic "School change"

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Menasches, Avi, and Vasile Chis. "Change Implementation in the School." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.45.

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Menasches, Avi. "Change Management At School – Assimilation Model." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.62.

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Goldman, Glenn, Greg Berridge, Roula Lainas, and James Tichenor. "School to Industry: Preparing for Change." In SIGGRAPH '20: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3388530.3410450.

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Ibrahim Bafadal, Ibrahim. "School Principal as Leader of Change: Autoethnography on How to Make School Principals to be Effective Change Leader in Good School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.26.

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Leis, Micela. "Leveraging Leadership Preparation Development for School Change." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431016.

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Msila, Vuyisile. "SCHOOL LEADERS AND THE PURSUIT OF EFFECTIVENESS: ENVISIONING SCHOOLS THAT ENDURE CHANGE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0629.

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Pandin, Moses Glorino Rumambo, and Sri Rahayuningsih. "The Impact of Government Bureaucracy System Change towards Staff Anxiety." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007537500650069.

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Ciulei (Ionescu), Florentina, Angela Morlovea, Delia Mioara Popescu, and Constanta Popescu. "The Personal Change of The Manager - Core of the Organizational Change." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/03.

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The school organizations in Romania are confronted with the continuous perspective of change by reference to the legislative changes, to those at the level of the educational paradigm, but also at the social level. The present paper aims at a historical and evolutionary recovery of the concept of change in the school organization, with emphasis on identifying strategies and techniques for managing the process of developing and changing the manager, taking into consideration his professional competences and his personal abilities, considered as core and trigger agent for effective change in the organization. Personal change involves dynamics, which implies personal development, becoming, training. In order to complete the process of personal change of a school manager it takes a long time, of involvement in one's own development in order to trigger induce support the change of the school organization. In order to adopt the most appropriate organizational strategy (maintaining/restricting/developing or diversifying the organization), the manager must constantly evaluate his own abilities/competencies, to value those that bring performance to his organization. The methodology consisted in the rigorous analysis of the specialized literature and the empirical research, instrumented by a survey based on a questionnaire applied to the managers of 15 early education organizations in Dâmboviţa county. The main conclusions from the study focus on the process of becoming a manager, with an emphasis on the triggering moment of his personal change, transposed into behaviors that will have implications for the culture of his organization.
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Loutzenheiser, Lisa. "Sexualities, Gender Identities, and Systemic School District Change." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445603.

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Hockett, Eloise. "Examining the Changes in One Kenyan School Through the Lens of Systemic Change." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442625.

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Reports on the topic "School change"

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Hoxby, Caroline. Would School Choice Change the Teaching Profession? Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7866.

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McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, March 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.
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Boustan, Leah Platt. School Desegregation and Urban Change: Evidence from City Boundaries. Cambridge, MA: National Bureau of Economic Research, October 2010. http://dx.doi.org/10.3386/w16434.

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Figlio, David, and Deborah Fletcher. Suburbanization, Demographic Change and the Consequences for School Finance. Cambridge, MA: National Bureau of Economic Research, June 2010. http://dx.doi.org/10.3386/w16137.

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Jett, Timothy, Shea Thompson, and Alan Wing. Realignment and the Process of Change at Naval Postgraduate School. Fort Belvoir, VA: Defense Technical Information Center, December 2003. http://dx.doi.org/10.21236/ada420572.

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Herrera, Linda. The Colors of Change: Participation in School Upgrading in Egypt [Arabic]. Population Council, 2003. http://dx.doi.org/10.31899/pgy2003.1000.

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Burbach, Jessica. Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6269.

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Jayachandran, Seema, Tarun Jain, and Diva Dhar. Impacts of Breakthrough’s school-based gender attitude change programme in Haryana, India. International Initiative for Impact Evaluation (3ie), December 2018. http://dx.doi.org/10.23846/pw2ie89.

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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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10

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

Full text
Abstract:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
APA, Harvard, Vancouver, ISO, and other styles
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