Using a fixed effects model, a balanced panel data set of 6,922 schools in California from 2004 to 2011 was analyzed to see whether changes in resources would affect subgroup performance at intraschool level. Seven school resources variables previously demonstrated influential to school or subgroup achievement at interschool level were tested for their effects on Academic Performance Index (API) gains of eight subgroups. Teachers’ in-district experience had the strongest positive impacts on API gains for all subgroups, ranging from 3.367 to 8.958 points, and teachers’ total experience had the largest negative impacts on subgroup API, varying between −1.120 and −5.495 points. Increases in teachers’ in-district experience, shares of highly educated and full-time equivalent teachers all offered promising outcomes for improving APIs of disadvantaged subgroups.

中文翻译：

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学校资源和小组绩效收益：什么对谁有用？

使用固定效应模型，对 2004 年至 2011 年加利福尼亚州 6,922 所学校的平衡面板数据集进行了分析，以查看资源的变化是否会影响校内水平的亚组表现。先前证明对校际水平的学校或小组成就有影响的七个学校资源变量对它们对八个小组的学业成绩指数 (API) 增益的影响进行了测试。教师的学区经验对所有子组的 API 增益的积极影响最大，范围从 3.367 到 8.958 分，教师的总经验对子组 API 的负面影响最大，在 -1.120 到 -5.495 分之间变化。增加教师的地区经验，