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By RAND Corporation, Laura S. Hamilton, J. R. Lockwood, Julie A. Marsh

In 2000, Edison colleges, the nation's greatest schooling administration association, requested RAND to research its success results and layout implementation. RAND evaluated Edison's innovations for selling pupil success in its colleges, the way it applied these ideas, how its administration affected scholar fulfillment, and what components defined variations in fulfillment tendencies between its faculties.

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Additional info for Inspiration, Perspiration, And Time: Operations And Achievement in Edison Schools

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Hamilton and Brian P. Gill Edison Schools, Inc. is the nation’s largest private manager of public schools. During the 2004–2005 school year, approximately 65,000 students were enrolled in over 100 Edison schools in 18 states and the District of Columbia. Most of Edison’s schools are operated under contract with local districts that have sought new management of schools, often because the schools have a long history of academic failure. Other Edison schools are brand-new start-ups, typically charter schools that Edison operates under contract with a local organization holding the charter.

Thus, there is some evidence that Edison’s effectiveness as an organization might have improved over time, which may justify some optimism about the different overall trends discussed above. To understand whether any of the variation in the performance of Edison schools could be explained by differences in the types of Edison schools examined, we compared achievement results for Edison’s charter schools versus district schools, and elementary schools versus secondary schools. We observed some small differences in a few cases, but trends were generally consistent across categories of Edison schools.

6). ” Meanwhile, Edison launched a series of new strategies to bolster public and investor confidence. First, the company decreased its growth targets. In contrast to its historic strategy of building economies of scale based on rapid growth, Edison decided to slow down the number of new schools it opened each year (Molnar, Wilson, and Allen, 2004). In 2003–2004, Edison had its first-ever net decline in the number of schools managed, with only three new schools opening and 25 schools ending relationships with Edison.

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