| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-59 |
| Abstraksi Narasi | : | This article examines how controlling statistically for baseline covariates, especially pretest, improves the precision of studies that rndomize schools to measure the impacts of educational interventions on student achievement. empirical findings from five urban school districts indicate that (1) pretests can reduce the number of randomized schools needed for a given level of precision to about half of what would be needed otherwise for elemnetary schools, one fifth for middle schools, and one tenth for high schools, and (2) school-level pretests are as effective in this regard as student-level pretests. Furthermore, the precision-enhancing power of pretests (3) declines only slightly as the number of years between the pretest and posittets increases; 94) improves only slighty with pretests for more than 1 baseline year, and (5) is substantial, even when the pretest differs from the posttests. the article compares these findings with past research and presents and approach for quantifying their uncertainty. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-29 |
| Abstraksi Narasi | : | Interest has rapidly increased in studies that randomly assign classroom or schools to interventions. When well implemented, such studies eliminate selection bias, providing strong evidence about the impact of the interventions. however, unless expected impacts are large, the number of units to be randomized needs to be quite large to achieve adequate statistical power, making these studies potentially quite expensive. this article considers when and to what extent matching or covariance adjustment can reduce the number of groups needed to achieve adequate power and when these approaches actually reduce power. The presentation is nontechnical. |
| Nama Pengarang | : | Larry V. Hedges, E.C. Hedberg, Raudenbush, Stephen W., Andres Martinez, Jesseca Spybrook, Howard S. Bloom, Lashawn Richburg-Hayes, Alison Rebeck Black |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 60-87 |
| Abstraksi Narasi | : | Experiments that assign intact groups to treatment conditions are increasingly common in social research. in educational research, the groups assigned are often schools. the design of group randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariable effects that could be used for planning group-randomized experiments in education. it also provides variance component information that is useful in planning experiments involving covariates. the use of these values to compute the statistical power of group-randomized experiments is illustrated. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 296-318 |
| Abstraksi Narasi | : | This Article presents evidence from a national evaluation of the effects of 21st Century Community Learning Center afterschool programs. The study was conducted in 12 school districts and 26 afterschool centers, at which 2,308 elementary school students who were interested in attending a center were randomly assigned either to the treatment or control group. The findings indicate that the programs affected the type of care and supervision students received after school, with parents less likely to be caring for their childand other adultsmore likely, but their was no statistically significant effect on the incidence of self-care. Students in the program reported feeling safer after school, but their academic outcomes were not affected and they had more incidents of negative behavior. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 319-352 |
| Abstraksi Narasi | : | In search for the practical relevance of accountability systems for school improvement, the author ask wether practitioners travelling between the worlds of system-designated high- and low-performing schools would detect tangible differences in educational quality and organizational efectiveness. In comparing nine exceptionally high and low performing California middle schools, the authors conclude thatif such travelers expexted to encounter visible sign of an overall higher quality of students' educational experience at the high-performing schools, they would be dissapointed. Rather, they would have to settle on a narrower definition of quality that is more proximate to the effective acquisition of standards-aligned and test-relevant knowledge. High-growth schools tended to generate internal commitment for accountability and consider it an impetus for raising standards. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 239-261 |
| Abstraksi Narasi | : | Many schools have adopted early-grade retention as an intervention strategy for children displaying academic or behavioral problems. Previous analyses of the Early Childhood Longitudinal Study Kindergarten Cohort data have found evidence of negatives effects of kindergarten retainees recover their lost ground and excel in the long run? What are the effects of first grade retention? According to the analytic results of this study, the negative effects of kindergarten retention on retainees' reading and math outcomes at the end of the treatment year substantially fade by fifth grade. Meanwhile, first grade retention, shows negatives effects that stay almost constant from 1 year after treatment to 3 year later. In general, we find no evidence that early-grade retention brings benefits to the retainee' reading and math learning toward the end of the elementary years. |
| Nama Pengarang | : | Correnti, Richard , Guanglei Hong, Bing Yu, Mintrop, Heinrich , Tina Trujillo, Susanne James-Burdumy, Mark Dynarski, John Deke |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 262-295 |
| Abstraksi Narasi | : | The author examined the effects of professional development (PD) on literacy instruction using 75,689 lessons from 1,945 classrooms in 112 schools participating in the Study of Instructional Improvement. Stratifying over 94 pretreatment covariates, including prior instruction, the results revealed the importance of PD as a lever for changing teacher practice. Teachers receiving intense PD in comprehension offered 10% more comprehension instruction than teachers not receiving intense PD. Similarly, teachers receiving intense PD in writing offered 13% more writing instruction and had students write 12% more text than other teachers. Furthermore, these estimates may be lowr bounds, because they were estimated over a single year and because there was demonstrated potential for additional influenced of the school context. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 357-383 |
| Abstraksi Narasi | : | The designation of district central-office administrators to operate as boundary spanners among the central office, schools, and community agencies can help with the implementation of challenging policy demands. Howere, educational research teaches little about central-office boundary spanners in practice.This article addresses that gap with findings from an embedded, comparative case study of boundary spanners in the implementation of collaborative education policy. The study`s conceptual framework draws on public management and sociological literature on boundary spanning and neo-institutional theories of decision making. Findings reveal that the boundary spanners in this case initially were particularly well suited to help with implementation in part because they brought non-traditional experiences to the central office. However, over time, many of the resources that aided them initially became liabilities that frustrated their work. This article documents the importance of examining boundary-spanning roles in implementation and suggests how central offices might provide supports to boundary spanners to increase their potential as levers of bureaucratic change. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 315-333 |
| Abstraksi Narasi | : | The present study was designed to examine the relationship between performance on a standards-based assessment of reading comprehension in fourth grade and performance on a diagnostic battery fourth grade. The findings demonstrate that the relationship between performance on component skills of reading and the proficiency classifications from the standards-based assessment is generally weak. They also demonstrate that the relationship between the proficiency classifications and a norm-referenced diagnostic measure of reading comprehension is only moderate. Futhermore, the study shows that the broad proficiency-level classifications of the standards-based assessment mask significant heterogeneity in children`s performance on some of the component skills assessed, both within and across proficiency classifications. In turn, the ability of the standards-based assessment results to inform instructional interventions is low. The implications of these findings for instructional planning within standards-based accountability systems are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 287-313 |
| Abstraksi Narasi | : | Although experimental results indicate that smaller classes promote higher achievement in early elementary school, the broader literature on class-size effects is inconclusive. This seeming contradiction raises questions about the generalizability of experimental evidence, an issue that this article addresses by examining the effects of class size on achievement in kindergarten with data from a nationwide survey, the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99. To distinguish class-level from individual-level effects, this analysis utilizes hierarchical linear models. In response to concerns about selectivity, teacher fixed-effects models are also estimated. In an effort to understand the inconsistent findings of the past, the authors examine classroom conditions that may effect the link between class size and academic achievement, and also consider whether class size has different effects for different groups of students. The authors find no evidence of class -size effects on student achievement in either reading or mathematics, and results indicate that class size is equally insignificant for students from different race/ethnic, economic, and academic backgrounds. Teacher fixed-effects analyses also yield null findings for class size. Instructional activities offer significant boosts to achievement, but the effects of instruction do not differ between small and large classes. The authors discuss why the small class size advantage evidenced by experimental research might not generalize to nonexperimental, naturally occurring settings throughout the nation. |
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