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Brian P. Gill, Laura S. Hamilton, J.R. Lockwood,
Julie A. Marsh, Ron W. Zimmer, Deanna Hill,
Shana Pribesh
Prepared for Edison Schools, Inc.
Inspiration,
Perspiration,
and Time
Operations and Achievement
in Edison Schools
The RAND Corporation is a nonprofit research organization providing
objective analysis and effective solutions that address the challenges
facing the public and private sectors around the world. RAND’s
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Library of Congress Cataloging-in-Publication Data
Inspiration, perspiration, and time : operations and achievement in Edison Schools /
Brian P. Gill [et al.].
p. cm.
“MG-351.”
Includes bibliographical references.
ISBN 0-8330-3824-9 (pbk. : alk. paper)
1. Edison Schools Inc. 2. Privatization in education—United States—Evaluation.
3. School management and organization—United States—Evaluation. I. Gill,
Brian P., 1968–
LB2806.36.I575 2005
371.01'0973—dc22
2005018311
Cover Illustration by Nick Henderson
The research described in this report was conducted by RAND
Education for Edison Schools, Inc.
iii
Preface
Edison Schools, Inc., is the nation’s largest educational management
organization (EMO), operating 103 schools in 18 states and the Dis-
trict of Columbia in 2004–2005. Although EMOs are part of a
growing trend toward alternative forms of governance of public
schools, there is little empirical evidence about their effects to inform
policy decisions.
In 2000, Edison contracted with the RAND Corporation to
conduct a comprehensive evaluation of the performance of the
schools it manages. This monograph is the final product of this
multiyear evaluation. It examines Edison’s strategies for improving
schools, the implementation of these strategies in a sample of Edison
schools across the United States, and the achievement trends attained
by students in Edison schools.
This research has been conducted by RAND Education, a unit
of the RAND Corporation, under a contract with Edison Schools,
Inc. It is part of a larger body of RAND Education work addressing
school reform, assessment and accountability, and teachers and
teaching, and it fits into a recent body of work on school choice and
charter schools.
v
Dedication
We dedicate this work to Tom Glennan, who was instrumental in
launching the project and in helping to guide our theoretical frame-
work. We wish he were here to see its conclusion. Tom was a nur-
turing mentor, an invaluable colleague, and a dear friend.
vii
Contents
Preface iii
Dedication
v
Figures
xiii
Tables
xv
Summary
xix
Acknowledgments
xxxvii
Acronyms
xxxix
CHAPTER ONE
Introduction 1
Purpose of This Study
1
Data and Methods
3
Limitations of This Study
4
How This Monograph Is Organized
5
CHAPTER TWO
A Brief History of Edison Schools and a Review of Existing
Literature
7
Emergence of Private Educational Management Organizations
7
History of Edison Schools
8
Number and Types of Schools
15
Review of the Literature on Edison Schools
15
Analysis of Reform Implementation
20
viii Operations and Achievement in Edison Schools
CHAPTER THREE
Inspiration: Edison’s Strategies for “World-Class” Education 23
Resources
26
Technical Capital
27
Human and Social Capital
31
Time
39
Accountability Systems
41
Edison Strategy Summary
50
CHAPTER FOUR
Perspiration: The Edison Model in the Schools 53
Methods
53
Selection of Case Study Schools
54
Data Sources
57
Data Analysis
59
Accountability Systems
61
Line Authority
61
Staffing Authority
63
Monitoring and Rewards
67
Accountability to Parents
73
Reduction of Political and Bureaucratic Accountability
74
Resources
78
Technical Capital
78
Time
84
Human and Social Capital
85
Conclusion
90
CHAPTER FIVE
Methodology for Examining Academic Achievement
in Edison Schools
93
Defining the Research Questions
93
Estimating the Counterfactual
95
Methodology
99
Data Collection
100
Achievement Test Scores
101
Choosing Comparison Schools
104
[...]... 2000 and Those That Opened in 2000 or Later, Using State Comparison Schools 151 7.4 Differences in Z-Score Changes in Reading and Mathematics from Y1 Baseline for Charter and District Schools 153 7.5 Differences in Z-Score Changes in Reading and Mathematics from Y1 Baseline for Elementary and Secondary Schools 155 7.6 Differences in Z-Score Changes in Reading and Mathematics Between Y0 and. .. Schools and Other Schools 209 H.2 Differences in Z-Score Changes in Reading and Mathematics from Y0 Baseline for Philadelphia Schools and Other Schools 210 I.1 One- and Two-Year Changes in Reading and Mathematics, 2003–2004, for State vs District Comparison Schools Using a Common Set of Edison Schools 211 J.1 Differences in Z-Score Changes in Reading and Mathematics from Y1 Baseline, District and. .. the schools, including the power to hire and fire principals At the same time, Edison is distinct from conventional school districts in its favored modes of accountability, relying more on outcomes-based and market-based systems and less on political and bureaucratic accountability Edison seeks to insulate its schools from the negative aspects of bureaucracy and politics with the aim of focusing school... schools, both Edison schools and comparison schools show test-score gains, as indicated in Figures S.1 xxiv Operations and Achievement in Edison Schools and S.2 (where results are indicated in standardized z-scores, because measures used to determine proficiency changed over time in many states) In the first three years of Edison management, gains for Edison schools in reading and math are similar to the... Y4 and Beyond, Relative to Within-District Comparison Schools 137 7.1 Descriptive Statistics for Differences in Z-Score Changes in Reading and Mathematics for Y1 Baseline 146 xv xvi Operations and Achievement in Edison Schools 7.2 Descriptive Statistics for Differences in Z-Score Changes in Reading and Mathematics from Y0 Baseline 147 7.3 Differences in Z-Score Changes in Reading and. .. Z-Score Changes in Reading and Mathematics from Y1 Baseline for Conversion and Start-Up Schools 232 L.1 Results for Y0 and Y1 Baselines Using a Common Set of Edison Schools 233 M.1 Differences in Z-Score Changes in Reading and Mathematics from Y1 Baseline for Schools That Were Managed by Edison Through Y4 235 M.2 Differences in Z-Score Changes in Reading and Mathematics from Y0 Baseline... managed and tens of thousands of additional students through other initiatives The entry of EMOs, many of which operate as for-profit companies, into the public education system has generated fierce debate, and Edison has been the focus of much of that debate To date, however, there has been little empirical evidence regarding EMOs’ effects on schools and students In 2000, Edison asked the RAND Corporation... Edison invests in a substantial amount of professional development for its principals and teachers, both centrally provided and school based And it supports datadriven decisionmaking in schools with an online “Benchmark” system of monthly diagnostic tests in reading and math, which provides immediate feedback to teachers and principals In terms of accountability systems, Edison (like other EMOs) is distinct... Comparison of Schools with Large and Small Enrollment Change Between Y0 and Y1 205 G Changes in Demographic Characteristics of Edison Students Through Years Four and Five 207 H Comparison of Results for Philadelphia Schools and Other Schools 209 I Comparison of Recent Change Analyses Using District Versus State Comparison Schools 211 J Comparison of Y1 and Y0 Results Using District... 15 Percent Enrollment Change and Those That Experienced Greater Than 15 Percent Enrollment Change Between Y0 and Y1 205 G.1 Changes in Percent Minority for Edison Schools and Comparison Schools 207 G.2 Changes in Percent Free or Reduced-Price Lunch for Edison Schools and Comparison Schools 207 Tables xvii H.1 Differences in Z-Score Changes in Reading and Mathematics from Y1 Baseline . Pribesh
Prepared for Edison Schools, Inc.
Inspiration,
Perspiration,
and Time
Operations and Achievement
in Edison Schools
The RAND Corporation is a nonprofit. 451-6915; Email: order@rand.org
Library of Congress Cataloging-in-Publication Data
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