Getting Beneath the Veil of Effective Schools: Evidence from New York City

By Will Dobbie, Roland G. Fryer. 2013

476 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e699f12dff71c032dfdc85038b9e6c2d778801aa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Challenges in Educational Reform: An Experiment on Active Learning in Mathematics (2015, background): “For example, Dobbie and Fryer (2013) peep into the black box of 39 charter schools in New York and correlate data on school practices with credible estimates of school’s effectiveness.”
Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time (2014, unknown): “Highly successful charter schools tend to have long school days and years, and within the charter sector, larger amounts of instructional time are correlated with higher school effectiveness (Hoxby and Murarka, 2009; Dobbie and Fryer, 2011; Angrist et al., 2013).”
The Medium-Term Impacts of High-Achieving Charter Schools (2015, unknown): “…progress and assign students to small-group tutoring sessions based on these data, and makes a concerted effort to change the culture of achievement ðDobbie and Fryer 2013Þ. Appendix table A1 provides evidence that suggests the Promise Academy charter school is emblematic of other successful…”
Charters Without Lotteries: Testing Takeovers in New Orleans and Boston (2016, unknown): “…models, one of which is the restart model, described as follows in USDOE (2009): 5Lottery estimates are reported in, e.g., Abdulkadiroğlu et al. (2011), Angrist et al. (2012), Angrist et al. (2013), Dobbie and Fryer (2011), Dobbie and Fryer (2013), Hoxby et al. (2009), and Tuttle et al. (2013).”
The Widening Income Achievement Gap. (2013, background): “…evidence suggests that more time in school (for example, extending the school day or year or providing after-school or summer-school programs) may help to narrow academic achievement gaps—if the added time is used effectively (Dobbie & Fryer, 2011; National Center on Time and Learning, 2012).”
Teacher Quality and Learning Outcomes in Kindergarten (2016, background): “28 In the United States, certification status is only weakly correlated with teacher effectiveness (Dobbie and Fryer 2013; Kane et al. 2008); in India, there is no difference in the effectiveness of contract teachers and civil service teachers (Muralidharan and Sundararaman 2011); in Kenya,…”
Is This Work Sustainable? Teacher Turnover and Perceptions of Workload in Charter Management Organizations (2016, background): “Certain disciplinary policies (i.e., student behavior contracts, behavior management systems) are becoming more prevalent and prescriptive in CMOs (Furgeson et al., 2011) and are common features of many CMO schools (Dobbie & Fryer, 2011; Lake et al., 2012; Tuttle et al., 2013).”
Explaining Charter School Effectiveness (2013, background): “Lottery studies of charter schools in the Harlem Children’s Zone (Dobbie and Fryer, 2011a) and a Washington DC charter boarding school (Curto and Fryer, 2011) document similarly large gains.”
School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, background): “Studies examining variation in charter school effects find that a culture of high expectations is likely a key ingredient in the success of high-performing charter schools (Dobbie & Fryer, 2013).”