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RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND mono- graphs undergo rigorous peer review to ensure high standards for research quality and objectivity. 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 publications do not necessarily reflect the opinions of its research clients and sponsors. R ® is a registered trademark. © Copyright 2005 RAND Corporation All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from RAND. Published 2005 by the RAND Corporation 1776 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138 1200 South Hayes Street, Arlington, VA 22202-5050 201 North Craig Street, Suite 202, Pittsburgh, PA 15213-1516 RAND URL: http://www.rand.org/ To order RAND documents or to obtain additional information, contact Distribution Services: Telephone: (310) 451-7002; Fax: (310) 451-6915; Email: order@rand.org 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 Inspiration, perspiration, and time : operations and achievement in Edison