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Inspiration, perspiration, and time operations and achievement in Edison Schools

In 2000, Edison Schools, the nation's largest education management organization, asked RAND to analyze its achievement in its schools, how it implemented those strategies, how its management affected student achievement, and what factors explained differences in achievement trends among its schools.

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  • "In 2000, Edison Schools, the nation's largest education management organization, asked RAND to analyze its achievement in its schools, how it implemented those strategies, how its management affected student achievement, and what factors explained differences in achievement trends among its schools."@en
  • "Reports an evaluation of Edison Schools, the nation's largest for-profit manager of public schools. RAND analyzed Edison's school improvement strategies the implementation of those strategies, and effects on student achievement."
  • "New forms of governing and managing public schools have proliferated in recent years, spawning the establishment and growth of companies contracted to operate public schools. Among these education management organizations (EMOs), the largest and most visible is Edison Schools. In 2000, Edison asked RAND to analyze its achievement outcomes and design implementation. RAND designed an evaluation to address the following research questions: * What are Edison's strategies for promoting student achievement in the schools it manages? * How are Edison's strategies implemented in those schools? * How does Edison's management of schools affect student achievement? * What factors explain differences in achievement trends among Edison schools? The resources and accountability systems that constitute Edison's design represent a coherent, comprehensive, and ambitious strategy to address key elements relevant to providing high-quality education. The best-functioning Edison schools demonstrate the promise inherent in Edison's model, but this monograph reports considerable variation in the extent to which the schools realize the Edison ideal. Average rates of student proficiency in Edison schools improve over time. On average, gains of Edison schools during the first three years of Edison operation do not exceed the gains of matched conventional public schools, but Edison results improve in years four and five. Edison's average long-term gains are comparable to or better than those of matched conventional public schools. Analysis of a number of case-study Edison schools suggests that schools that effectively implement the wide-ranging Edison curriculum, establish Edison's professional environment, and operate with strong instructional leaders under limited constraints have positive achievement results. Given that Edison's results have not been uniformly positive, this monograph suggests some actions that Edison and its current and future clients can take to promote greater consistency of results, in terms of both implementation and student achievement."@en
  • "In 2000, Edison Schools, the nation's largest education management organization, asked RAND to analyze its achievement outcomes and design implementation. RAND evaluated Edison's strategies for promoting student achievement in its schools, how it implemented those strategies, how its management affected student achievement, and what factors explained differences in achievement trends among its schools."

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  • "Electronic books"
  • "Electronic books"@en
  • "Livres électroniques"

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  • "Inspiration, perspiration, and time : operations and achievement in Edison Schools"
  • "Inspiration, perspiration, and time operations and achievement in Edison Schools"
  • "Inspiration, perspiration, and time operations and achievement in Edison Schools"@en
  • "Inspiration, Perspiration, and Time Operations and Achievement in Edison Schools"

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