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Small Schools, Large Districts: Small-School Reform and New York City’s Students


by Patrice Iatarola, Amy Ellen Schwartz, Leanna Stiefel & Colin C. Chellman - 2008


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Cite This Article as: Teachers College Record Volume 110 Number 9, 2008, p. 1837-1878
https://www.tcrecord.org ID Number: 15169, Date Accessed: 5/31/2020 6:41:00 AM
 
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About the Author
  • Patrice Iatarola
    Florida State University
    PATRICE IATAROLA is an assistant professor of Education Policy and Evaluation at Florida State University. Her research is centered on issues related to urban school districts, schools, and students, particularly the impact of educational policies and reforms on resources and performance. Her research on the effects of accountability on resource use in New York City high schools has recently appeared in Education Finance and Policy.
  • Amy Ellen Schwartz
    New York University
    E-mail Author
    AMY ELLEN SCHWARTZ is director of the Institute for Education and Social Policy, and professor of public policy, education, and economics at the Steinhardt School of Education and Wagner School of Public Service at NYU. Her current research reflects her interest in urban education policy and disadvantaged students, resource equity, accountability systems, and the creation of small schools. Her work has been published in Educational Evaluation and Policy Analysis, American Economic Review, Journal of Human Resources, and Education Finance and Policy, among other academic journals. The author of several book chapters, she coedited the 2005 Yearbook of the American Education Finance Association Measuring School Performance and Efficiency. She currently serves as the president-elect of the American Education Finance Association and is a member of the editorial board of Education Finance and Policy.
  • Leanna Stiefel
    New York University
    LEANNA STIEFEL is professor of economics at the Wagner School of Public Service at New York University. Her current research includes measurement of school efficiency, achievement of immigrant students, the cost of small high schools, racial test score gaps within schools, and the effects of school organization on student achievement. Her publications include The Measurement of Equity in School Finance (Johns Hopkins University Press, 1984, with Robert Berne), Measuring School Performance and Efficiency (joint edited, Eye on Education, 2005) and articles in peer-reviewed journals such as Educational Evaluation and Policy Analysis, Journal of Human Resources, Economics of Education Review, Journal of Education Finance, National Tax Journal, and Journal of Policy Analysis and Management. She is past president of the American Education Finance Association and a past policy council member of the Association for Policy Analysis and Management.
  • Colin C. Chellman
    New York University
    COLIN C. CHELLMAN is a research scientist at the Institute for Education and Social Policy and a doctoral candidate at New York University’s Wagner School of Public Service, working on issues of education finance and equity, urban policy, and financial management. His dissertation addresses the effects of state education accountability systems on school racial segregation and resource distribution. His work has been published in Education WeekEducational Policy, Education and Urban Society, Ethical Business, and Journal for Nonprofit Management.
 
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