| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 51-71 |
| Abstraksi Narasi | : | Using national transcript data, the authors examine inequality in access to an advanced curriculum in high school and assess the consequences of curricular intensity on test scores and college entry. Inequalities in curricular intensity explained by student socioeconomic status effects that operate within schools rather than between schools. They find significant positive effects of taking a more intense curriculum on 12th-grade test scores and in probabilities of entry to and completion of college. However, the effect sizes of curricular intensity are generally modest, smaller than advocates of curricular up grading polities have implied. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-50 |
| Abstraksi Narasi | : | Using multilevel models, the authors tested the hypothesis that high schools, through their curricular policies, operate as mechanisms that help members of privileged group to take better advantage of postsecondary opportunities. The analysis was based on a 7-year follow-up study of 44,666 Israeli students who graduated from 385 high schools in 1991. The main findings were that (a) the curricular experience of students partly mediated between their sociodemographic characteristics and postsecondary enrollment, (b) the curricular arrangements of schools fully mediated the effects of their social composition on their graduates` postsecondary education, and (c) graduates of socially privileged schools made a better use of their matriculation certificates. This afforded privileged students an additional advantage. |
| Nama Pengarang | : | Kenneth A. Frank et al, Hanna Ayalon, Addi-Raccah, Audrey , Domina, Thurston , Paul Attewell |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-30 |
| Abstraksi Narasi | : | In addition to identifying and developing superior classroom teaching, the National Board for Professional Teaching Standards (NBPTS) certification process is intended to identify and cultivate teachers who are more engaged in their school. Here the authors ask, "Does NBPTS certification affect the number of colleagues a teacher helps with instructional matters?" If so, this could enhance the influence of NBPTS-certified teachers and their contributions to their professional communities. Using sociometric data within 47 elementary schools from two states, the authors find that NBPTS-certified. From analyses using propensity score weighting, the authors then infer that NBPTS certification affects the number of colleagues a teacher helps with instructional matters. The authors then quantify the robustness of their inference in terms of internal and external validity, finding, for example, that any omitted confounding variable would have an impact six times larger than that of their strongest covariate to invalidate their inference. Therefore, the potential value added by NBPTS-certified teachers as help providers has policy and practice implications in an era when teacher leadership has risen to the fore as a critical force for school improvement. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 155-168 |
| Abstraksi Narasi | : | This article investigates the key determinants of entry into the teaching profession and the subsequent sorting of new teachers across urban, suburban, and rural schools. F particular interest is the relative importance of teacher salaries, alternative labor market opportunities, and nonpecuniary job attributes or working conditions to this decision process. Results from a nested logit model applied to the Baccalaureate and Beyond Longitudinal study show that working conditions play a relatively more important role in determining where new teachers end up choosing to teach, rather than differences in teacher salaries. This is especially true for women. Meanwhile, wages play a relatively more important role in the occupational entry decision. In addition, there is significant variation in teacher quality indicators across these school locations. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 169-199 |
| Abstraksi Narasi | : | The expansion of the no child left behind act to include science standards and assessments is likely to refocus states` attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of prefessional development are two key policy levers for improving instruction in science. There has been relatively little work examining the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classroom. Using a nationally representative sample of the teachers of eight grade science students, the authors found relatively strong associations between reform-oriented practice and the majors and degrees that teachers earned as part of their formal schooling, as well as their current levels of participation in content-oriented development activities. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 200-217 |
| Abstraksi Narasi | : | The higher education diversity programs that texas enacted after Hopwood v. University of texas banned affirmative action had unexpected positive consequences for the state`s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and century Scholarship programs, and the Toward Excellence, Access and success Grant program each explicity inked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K-16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas`s post-Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students` academic engagement. |
| Nama Pengarang | : | Juan Carlos Calcagno, et.al., Domina, Thurston , Thomas M. Smith, et.al., Marigee Bacolod |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 218-235 |
| Abstraksi Narasi | : | Research ahs consistently shown that older students those who enter college for the first time at age 25 or older are less likely to complete a degree or certificate. The authors estimate a single risk discrete-time hazard model using transcript data on a cohort of first time community college students in Florida to compare the educational outcomes of older and traditional age students. Contrary to conventional wisdom, the authors` result suggest that after controlling for cognitive mathematics ability, older students enrolled in Florida community colleges have a higher conditional probability of completing a degree or certificate in the observed event period. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 115-133 |
| Abstraksi Narasi | : | The supplement educational services (SES) provision of no child behind introduces a federally mandated after-school turoting intervention in schools that fail to make adequate yearly progress. this article examines market dynamics in relationship to the law`s of expanding access to and improving the quality of after-school programming. Analysis of operational and financial data from seven SES providers suggest that relative to smaller local firms, national firms are positined to capture more of the SES market. Analysis of data on SES provider activity (from 2004 to 2006) within an urban district suggests that firms gaining market share charge higher hourly rates and have larger class sizes. Survey data from 30 state administrators reveal the limited capacity of states to monitor providers. this analysis points to a mismatch between the implementation of SES and the concerns for quality and equity that are claimed as priorities within federal law. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 95-114 |
| Abstraksi Narasi | : | This article explores middle school teachers` mathematical knowledge for teaching and the relationship between such knowledge and teachers` subject matter preparation, certification type, teaching experience, and their students` poverty status. The author administered multiple-choice measures to a nationally representative sample of teachers and found that those with more mathematical course work, a subject-specific certification, and high school teaching experience tended to prossess higher levels of teaching-specific mathematical knowledge. However, teachers with strong mathematical knowledge for teaching are, like those with full credentials and preparation, distributed unequally across the population of U.S. students. Specifically, more affluent students are more likely to encounter more knowledgeable teachers. The author discusses the implications of this for current U.S. policies aimed at improving teacher quality. |
| Nama Pengarang | : | Ronald G. Ehrenberg et al, Hill, Heather C., Patricia Burch, Matthew Steinberg, Joseph Donovan |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 134-150 |
| Abstraksi Narasi | : | The andrew W. Mellon foundation`s graduate education initiative (GEI) provided funding to 54 departements in the humanities and related social sciences fduring the 1990s to improve their PhD programs. This article estimates the aspects of PhD programs the GEI influenced and how these aspects influenced attrition and graduation probabilities. it uses survey data on entrants to PhD programs at 44 of the "treatment" departments and 41 "control" departements during a 15-year period thta spanned the start of the GEI. factor analysis is used to group more than 100 program characteristics into a smaller number of factors, and the impact of the GEI on each and the impact of eah on attrition and graduation probabilitis are estimated. the article estimates the routes via which the GEI influenced atrition and graduation rates and indicates which aspects of PhD programs departments should concentrate on to improve their programs` performance. |
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