[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590586-105":59,"doc-detail-590586-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","resource-and-approach-driven-multidimensional-change-three-year-effects-of-school-improvement-grants","Resource- and Approach-Driven Multidimensional Change - Three-Year Effects of School Improvement Grants","","Resource- and Approach-Driven Multidimensional Change examines how School Improvement Grants (SIG) shape multidimensional school progress over the three-year SIG award period in an urban school district. Using a difference-in-differences approach, the study finds limited change after two years but pronounced positive impacts on student achievement in Year 3. It also documents pathway mechanisms: fewer unexcused absences, higher family preference for SIG schools, improved retention of effective teachers, and increased teacher professional capacity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/resource-and-approach-driven-multidimensional-change-three-year-effects-of-school-improvement-grants/590586/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/resource-and-approach-driven-multidimensional-change-three-year-effects-of-school-improvement-grants/590586.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study evaluate about School Improvement Grants (SIG)?","Question",{"text":112,"@type":113},"It evaluates SIG’s three-year effects on multiple dimensions of school improvement, not only student achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the impact of SIG estimated in the study?",{"text":117,"@type":113},"The study uses a difference-in-differences strategy to compare changes across years during the SIG award period.",{"name":119,"@type":110,"acceptedAnswer":120},"What mechanisms does the study identify as part of how change occurred?",{"text":121,"@type":113},"It identifies reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater teacher professional capacity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590586,1792621442,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","American Educational Research Journal August 2017, Vol. 54, No. 4, pp. 607–643 DOI: 10.3102/0002831217695790  \n􀀂 2017 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nResource- and Approach-Driven Multidimensional Change:  \nThree-Year Effects of School Improvement Grants  \nMin Sun  \nUniversity of Washington  \nEmily K. Penner University of California, Irvine  \nSusanna Loeb  \nStanford University  \nHoping to spur dramatic school turnaround, the federal government channeled resources to the country’s lowest-performing schools through School Improvement Grants (SIG) . However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.  \nMIN SUN is an assistant professor in education policy at the College of Education at the University of Washington, 2012 Skagit Lane, M205 Miller Hall (Box 353600), Seattle, WA 98195; [misun@uw.edu](misun@uw.edu. Her)[. Her](misun@uw.edu. Her) research focuses on educator quality, school accountability, and school improvement.  \nEMILY K. PENNER is an assistant professor in the School of Education at the University of California, Irvine. Her research focuses on educational inequality and policy and considers the ways that districts, schools, teachers, peers, and parents can contribute to or ameliorate educational inequality.  \nSUSANNA LOEB is the Barnett Family Professor of Education at Stanford University. She specializes in education policy with a focus on school governance and finance and educator labor markets.  \nSun et al.  \nKEYWORDS: School Improvement Grants, school turnaround, school performance, school capacity  \nTeachers in The Zone continue to work together to develop effective and engaging instructional practices. Principals, instructional coaches and school support teams provide strong leadership focused on continuous improvement. In addition, the adoption of a communityschools approach provides for enhanced student supports and aligned community partnerships. This combination of essential school supports is resulting in significantly improved outcomes for students.  \n—Guadalupe Guerrero  \nDeputy Superintendent for Instruction, Innovation, and Social Justice (SFUSD, 2012)  \nSchool Improvement Grants (SIGs) were part of a broader package of tar  \ngeted federal initiatives intended to spur state and local school improvement introduced by the former Secretary of Education, Arne Duncan (e.g. , Race to the Top, No Child Left Behind [NCLB] priority schools) . In an effort to incentivize dramatic school transformations, Congress appropriated $3.5 billion for the first wave of SIGs through the American Recovery and Reinvestment Act (ARRA) to support states’‘‘persistently lowest achieving’’(PLA) schools (U.S. Chamber of Commerce Foundation, 2010; U.S. Department of Education, 2010a; U.S. Department of Education, 2010b) . The U.S. Department of Education awarded California, which had the largest number of PLA schools in the country, nearly $416 million in SIG funds. The San Francisco Unified School District (SFUSD) received $45 million of this SIG funding to transform its 10 PLA schools between the academic years 2011 and 2013 (hereafter, we use the spring to refer to the academic year; e.g., 2010–2011 as 2011) . SIG funding doubled these schools’ budgets during the grant per","cbCaiar10LWr7g1y","https://ap.wps.com/l/cbCaiar10LWr7g1y","pdf",575901,37,"English","# Introduction and Context\n## SIG funding and targeted initiatives\n# Study Design and Evaluation\n## Difference-in-differences across the 3-year award\n# Findings and Mechanisms\n## Positive achievement effects in Year 3\n## Process improvements: attendance, retention, capacity","[{\"question\":\"What does the study evaluate about School Improvement Grants (SIG)?\",\"answer\":\"It evaluates SIG’s three-year effects on multiple dimensions of school improvement, not only student achievement.\"},{\"question\":\"How is the impact of SIG estimated in the study?\",\"answer\":\"The study uses a difference-in-differences strategy to compare changes across years during the SIG award period.\"},{\"question\":\"What mechanisms does the study identify as part of how change occurred?\",\"answer\":\"It identifies reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater teacher professional capacity.\"}]","Resource- and Approach-Driven Multidimensional Change - Three-Year Effects of School Improvement Grants | PDF",1792069964,93]