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The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Fourth Year Reports
Evaluation of the Cleveland Scholarship and Tutoring Program Technical Report 1998-2004
This report, conducted by the Center for Evaluation and Education Policy, evaluates the publicly-funded Cleveland Scholarship and Tutoring Program – the nation’s second state-funded voucher program – implemented with the goal of providing low-income, inner-city families afford the cost of private school tuition. The report examines the program’s impact on student achievement, parent involvement, teachers and schools.
Evaluation of the DC Opportunity Scholarship Program: Final Report
This report, conducted by the National Center for Education Evaluation and Regional Assistance, evaluates the DC Opportunity Scholarship Program – the nation’s first federally funded voucher program — which was created to provide scholarships of up to $7,500 to make tuition for private schools more affordable for low-income DC families. The report finds that there was no evidence of a statistically significant difference in test scores between students who were offered an OSCP scholarship and students who were not.
Keeping Informed about School Vouchers: A Review of Major Developments and Research
The Center for Education Policy examines a decade’s worth of research on school vouchers, including the effects on graduation rates, parental satisfaction, public school achievement and the cost to taxpayers. Among the report’s key findings is that vouchers have no clear positive effect on student academic achievement. The report stresses the need for closer scrutiny of voucher research to ensure greater objectivity because CEP’s reviewers found that a majority of previous research has been conducted or sponsored by voucher proponents.
A Big Apple for Educators: New York City’s Experiment with Schoolwide Performance Bonuses
This report analyzes the effectiveness of the Schoolwide Performance Bonuses Program, which is an effort to improve student performance through school-based financial incentives. The three-year study, which found that the program did little to improve student achievement, examined student test scores; teacher, school staff, and administrator surveys; and interviews with administrators, staff members, program sponsors, and union and district officials.