Use a mirror
(1326 K)
Roland G. Fryer, Jr
The racial achievement gap in education is an important social problem to which decades of research have yielded no scalable solutions. Recent evidence from "No Excuses" charter schools – which demonstrates that some combination of school inputs can educate the poorest minority children – offers a guiding light. In the 2010-2011 school year, we implemented five strategies gleaned from best practices in "No Excuses" charter schools – increased instructional time, a more rigorous approach to building human capital, more student-level differentiation, frequent use of data to inform instruction, and a culture of high expectations – in nine of the lowest performing middle and high schools in Houston, Texas. We show that the average impact of these changes on student achievement is 0.276 standard deviations in math and 0.059 standard deviations in reading, which is strikingly similar to reported impacts of attending the Harlem Children’s Zone and Knowledge is Power Program schools – two strict “No Excuses” adherents. The paper concludes with a speculative discussion of the scalability of the experiment.This paper is available as PDF (1326 K) or via email.
Use a mirror
(1326 K)
Roland G. Fryer, Jr
The racial achievement gap in education is an important social problem to which decades of research have yielded no scalable solutions. Recent evidence from "No Excuses" charter schools – which demonstrates that some combination of school inputs can educate the poorest minority children – offers a guiding light. In the 2010-2011 school year, we implemented five strategies gleaned from best practices in "No Excuses" charter schools – increased instructional time, a more rigorous approach to building human capital, more student-level differentiation, frequent use of data to inform instruction, and a culture of high expectations – in nine of the lowest performing middle and high schools in Houston, Texas. We show that the average impact of these changes on student achievement is 0.276 standard deviations in math and 0.059 standard deviations in reading, which is strikingly similar to reported impacts of attending the Harlem Children’s Zone and Knowledge is Power Program schools – two strict “No Excuses” adherents. The paper concludes with a speculative discussion of the scalability of the experiment.
This paper is available as PDF (1326 K) or via email.
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