Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments*
通过学校层面的随机实验和准实验比较，研究了将高绩效特许学校的五项最佳实践（增加教学时间、更有效的教师和管理者、高剂量辅导、数据驱动教学、高期望文化）注入休斯顿低绩效传统公立学校的效果，发现数学成绩显著提高，阅读成绩影响不大。
Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.