| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 395-407 |
| Abstraksi Narasi | : | Rising national demans to improve public K-12 education are expected to boost financisl support for schools;state education reform programs (especially those funded by tax increases) are commonly perceived to increase education funding dramatically. Analysis of changes in education funding across all 50 states during the 1980s shows that education revenues per pupil are neither increasing nor decreasing overall, but are staying constant after adjusting for enrollment increases and inflation. While recent funding increases have halted the drop in the real level of resources per pupil that occurred in the early 1980s, only South Carolina and tennessee have increased real revenues per child by close to 20%, the extra cost of most reform proposals. Demands for education improvement exceed the level of fiscal resources needed to make those improvement. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 333-342 |
| Abstraksi Narasi | : | Benefit-cost analysis is applied to the Perry Preschool Programand its long-term follow-up in order to examine preschool education as a social investment. Economic values are estimatedfor program cost , child care provided, later education cost reductions, increased higher education cost, delinguency and crime cost reductions, earnings increases, and welfare cost reductions. The net present value of benefits and costs is positive, indicating that the program was a provitable social investment. analysis ofn the distribution of effects revealed that taxpayers obtained most of economic benefits and that their benefits exceeded costs. Generalizability of the findings and their implications for public policy are examined. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 437-445 |
| Abstraksi Narasi | : | This investigation examined the effect contextual variables had on school board members` information needs for decisionmaking. The contextual variables included: (a) the importance of the decision, (b)the amount of conflict involved, and (c) the content of the evaluated program. A national sample of 237 school board members read simulated evaluation vignettes and indicated their information needs and sources. Importance, conflict, and content were found to be associated with board members` needs for time, information, and consultation, as well as whom they wanted to consult with and what kind of information they needed. |
| Nama Pengarang | : | Joseph A. O''Shea, Brown, Robert D. , Dianna L. Newman, Linda S. Rivers, W. Steven Barnett, Allan Odden, Strike, Kenneth A., William K. Ripley, Fuller, Bruce, Margaret M. Noel, David B. Malouf, Wendy H. McColskey, James W. Altschuld, Raymond W. Lawton, Levin, Henry M. , James W. Guthrie, Russel Rumberger, Louis K. Woo |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 447-459 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 261-279 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 187-196 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 281-287 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 253-259 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-252 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 217-227 |
| Abstraksi Narasi | : | It is a difficult task to formulate an equitable policy for awarding Carnegie units to learning disabled high school students. There are many complex issues involved; for not only is it important, to treat all students (LD and nonhandicapped) fairly, but it is also important to preserve the value of the high school diploma and make sure that when the LD students graduate from school they have the necessary academic skills to function adequately in society and to pursue a career of their own choosing. Of course, to assure that these students have the needed skills, remediation must begin long before the high school years. With the movement to "excellence in education", the educational experience and qualifications of an LD Carnegie unit student graduating from high school should equal that of the nonhandicapped student. Anything less would undermine the educational efforts of regular and special education alike. By adopting a strategy of offering to LD students modified, fungtional courses with predetermined curricula similar in objectives to the coresponding regular courses and by allowing LD students to earn Carnegie units for these courses, fairness would be achieved and quality education would be preserved. |
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