| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 274-282 |
| Abstraksi Narasi | : | Information from national surveys may take some time to have any impact on a decentralized educational system where, as Scotland, responsibility for most matters is devolved to the local educational authorities. Surveys carried out as long ago 1953 and 1963, however, have had sufficient time to influence policy and practice. These technically sound surveys were reported in detail with explicit recommendations arising from them but they seem to have had very little effect. The article concludes that to have influence on policy, research must speak to contemporary issues and be relevent to particular local circumstances. Surveys have curricular implications though it is rarely clear what they are for a particularteacher. Survey findings will inevitably tend to imply centralized control of the curriculum. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 245-257 |
| Abstraksi Narasi | : | This paper has two major objectives. The first is to document the degree to which state allocation formulas under the Education Consolidation and Improvement Act (ECIA) Chapter 2 block grant promote traditional equity or redistribution objectives. The second is to explain factors associated with the variation among states in the redistributive nature of their Chapter 2 formulas. Decision rules are initially posited and then employed to measure roughly the redistributive orientation of state formulas in all 50 states. We then use the redistribution measure as the dependent variable in a multiple regression analysis to address the paper`s second objective. The independent variables used represent common but often competig notions of the contextual factors that are hypothesized as being associated with redistributive policies. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 215-217 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 231-243 |
| Abstraksi Narasi | : | This article discusses the interaction between comprehensive state education reform and curricular services for special needs students-mainly economically disadvantaged students eligible for state and federal compensatory education services. The interaction between education reform and categorical programs fuses several central issues related to federal and state educational program implementation: (a) can top-down mandates for change work, (b) what rules and regulations are needed to insure faithful implementation of key programmatic goals, (c) what local discretion is needed to insure local commitment to substantive program elements, and (d) what central government strategies are needed to produce high program quality? California addressed these issues by adopting a mix of top-down and bottom-up tactics, regulations and assistance mechanisms as the key to education improvement for both regular and categorical program students. Data from eight schools in three California districts provide encouraging evidence that the strategies seem to be taking hold at the school level, including the intended services for students in compensatory education programs. Evidence suggests that excellence and equity are not necessarily incompatible. Whether student performance improves is a yet unclear. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 258-273 |
| Abstraksi Narasi | : | This paper summarizes a study of course-taking patterns and achievement among 1980 high school seniors in New York, Pennsylvania, Ohio, Illinois, Washington, and California and among 1982 seniors in New York and California. High School and Beyond and College Entrance Examination Board (CEEB) data revealed considerable variation across states in the amount of academic coursework completed, with New York and Pennsylvania students obtaining the most. After controlling for verbal and mathematics aptitude, performance on the CEEB achievement tests in American History, French, Math 2, and Chemistry was found to be positively associated with coursework in social studies, foreign language, mathematics and physical science, respectively. Variation across tracks in academic coursework was even greater than variation across states, implying that the new graduation requirements will affect nonacademic track students the most. Findings suggest that efforts to increase academic coursework, typified by the new graduation requirements, should lead to higher performance overall. |
| Nama Pengarang | : | William Lowe Boyd, Penny A. Sebring, Allan Odden, Naftaly S. Glasman, Martin E. Orland, Staffan Tillander, W.B. Dockrell, Susan S. Klein, Eleanor Chelimsky |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 183-197 |
| Abstraksi Narasi | : | Australia has been touted as a model for how the United States might benefit by undertaking public funding of private schools. However, the advocates of this view have glossed over some very significant problems. A consideration of both the successful and unsuccessful features of of the Australian approach suggests that Americans should be cautious about emulating this model. More broadly, cross-national research shows that a delicate balance in public policy must be struck if there is to be parity of esteem between public and private schools and equality of opportunity as well as excellence and choice in education. Because the policy changes necessary to achieve this balance are unpopular with both public and private school advocates, the political prospects for achieving this fragile balance are dim. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 85-100 |
| Abstraksi Narasi | : | Success in the current reform movement is critical because support for American public schools is endangered by fundamental demographic and value shifts. However, reformers have been handicapped by an inadequate understanding of the politics and organizational character of schools. Consequently, their reform strategies often are incongruent with the realities of changing schools. This paper examines these propositions and outlines an approach for achieving more realistic and promising strategies for reinforgating public schools. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 171-178 |
| Abstraksi Narasi | : | The first generation of implementation analysts discovered the problem of policy implementation-the uncertain relationship between policies and implemented programs-and sketched its broad parameters. The second generation began to unpack implementation processes and to zero in on relations between policy and practice. Together, these examinations generate a number of important lessons for policy, practice, and analysis; for example: policy cannot always mandate what matters to outcomes at the local level; individual incentives and beliefs are central to local responses; effective implementation requires a strategic balance of pressure and support; policy-directed change ultimately is a problem of the smallest unit. These lessons frame the conceptual and instrumental challenge for a third generation of implementation analysts-integrating the macro world of policymakers with the micro world of individual implementors. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 117-132 |
| Abstraksi Narasi | : | This article presents a theory, or theoretical framework, called ``institutional choice`` (Gormley, 1987) and argues that the theory has two advantages for research on educational policy: It predicts and clarifies significant issues in educational policy, including issues growing out of the recent wave of state reforms; and it suggests significant issues for future research. The opening section presents the theory; the second section, ``Institutional Choice and Recent State Reforms,`` disccusses supportive data from an investigation of recent state reforms by the Center for Policy Research in Education (CPRE); the final section disccusses some directions for future research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101-116 |
| Abstraksi Narasi | : | Attempts to improve indicators of the performance of the educational system encounter three core problems: How to measure performance? How to report the results? and How to interpret the results? This paper explores these problems by comparing the U.S. experience in developing educational indicators with the experience in developing indicators of the performance of the economy in providing jobs. Central questions that run through the paper concern the extent to which the problems faced in improving indicators of the performances of the two sectors are the same, and the reasons for the differences that are present. One time is that many of the problems in improving social indicators are generic; that is, they are not restricted to particular sectors. A second theme is that some of the problems in improving educational indicators stem from the nature of the governance of American public education, and for that reason, differ from the problems in improving economic indicators. |
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