School Resources and Subgroup Performance Gains: What Works for Whom?
Wu,Mei Jiun
Source PublicationEducational Administration Quarterly
AbstractUsing a fixed effects model, a balanced panel data set of 6,922 schools in California from 2004 to 2011 was analyzed to see whether changes in resources would affect subgroup performance at intraschool level. Seven school resources variables previously demonstrated influential to school or subgroup achievement at interschool level were tested for their effects on Academic Performance Index (API) gains of eight subgroups. Teachers’ in-district experience had the strongest positive impacts on API gains for all subgroups, ranging from 3.367 to 8.958 points, and teachers’ total experience had the largest negative impacts on subgroup API, varying between −1.120 and −5.495 points. Increases in teachers’ in-district experience, shares of highly educated and full-time equivalent teachers all offered promising outcomes for improving APIs of disadvantaged subgroups.
Keywordaccountability fixed effects in-district experience school resources subgroup API gain
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Scopus ID2-s2.0-85064253261
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Document TypeJournal article
CollectionUniversity of Macau
Corresponding AuthorWu,Mei Jiun
AffiliationUniversity of Macau,Macao
First Author AffilicationUniversity of Macau
Corresponding Author AffilicationUniversity of Macau
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Wu,Mei Jiun. School Resources and Subgroup Performance Gains: What Works for Whom?[J]. Educational Administration Quarterly,2020,56(2):220-254.
APA Wu,Mei Jiun.(2020).School Resources and Subgroup Performance Gains: What Works for Whom?.Educational Administration Quarterly,56(2),220-254.
MLA Wu,Mei Jiun."School Resources and Subgroup Performance Gains: What Works for Whom?".Educational Administration Quarterly 56.2(2020):220-254.
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