Which Bets Paid Off? Early Findings on the Impact of Private Management and K‐8 Conversion Reforms on the Achievement of Philadelphia Students

Abstract

AbstractThis article reports initial findings from a study of middle grades educational reforms in Philadelphia. We use multilevel change models to analyze the impact on student mathematics achievement of privatization through the use of educational management organizations (EMOs), taking account of the structural reforms (creation of new K‐8 schools to replace selected middle schools) occurring simultaneously within the district. Overall, the longitudinal mathematics achievement gains for students in EMO‐managed schools were not larger than those for students in schools managed by the district. Non‐Edison EMO schools actually performed worse than district‐managed schools. With the exception of one older K‐8 school in one cohort, Edison schools did not significantly outperform district‐managed counterparts. Students in long‐established K‐8 schools generally outgained students in middle schools, but gains were not as large in newly‐established K‐8 schools. Across all types of schools, the second cohort of students obtained greater gains than did the first.