| Nama Pengarang | : | James S. Kim, Adam Gamoran, Carolina Milesi, Lesaux, Nonie K., Andre A. Rupp, Meredith I. Honig |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 335-355 |
| Abstraksi Narasi | : | The effects of a voluntary summer reading intervention were assessed in a randomized field trial involving 552 students in 10 schools. In this study, fourth-grade children received eight books to read during their summer vacation and were encouraged by their teschers to practice oral reading at home with a family member and to use comprehension strategies during independent, silent reading. Reading lessons occurred during the last month of school in June, and eight books were mailed to students biweekly during July and August. The estimated treatment effects on a standardized test of reading achievement (Iowa Test of Basic Skills) were largest for Black students (ES = .22), Latino students (ES=.14), lessfluent readers(E=17), and students who reported owning fewer than 50 children`s books (ES=13). The main findings suggest that a voluntary summer reading intervention may represent a scalable policy for inproving reading achievement among lower performing students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 215-229 |
| Abstraksi Narasi | : | utilizing the regression-discontinuity research design, this article explores the effectiveness of a development English program in a large, multicampus community college. Routinely collected data were extracted from existing records of a cohort of first-time college students followed for approximately 6 years ( N=1,473). Results are consistent with a conclusion that student` participation in the program increases English academic achievement to level similar to those of students` not needing developmental coursework. The findings are alo consistent with a conclosion that those students in greatest nedd of developmental English benefit the most from the program. This study provides an inexpensive, inferentially rigorous, program evaluation strategy that can be applied with few additional efforts to assess existing programs and to guide policy decisions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 195-213 |
| Abstraksi Narasi | : | This article summarizes the findings of the National Research Council (NRC) report On Evaluating Curricular Effectiveness and examines the reviews in middle grades mathematics undertaken by the What Works Clearinghouse (WWC). The NRC report reviewed and assessed 147 key evaluations of 13 National Science Foundation-supported K-12 mathematics curricula and six commercial generated curricula. The report found that the evaluations overall were not sufficiently robust to permit confident judgments on individual programs, so it instead focused on how to define effectiveness in conducting future evaluations. Effectiveness was defined as ``an integrated judgment based on interpretation of a number of scientifically valid evaluations that combine social values, empirical evidence, and theoretical rationales`` (NRC, 2004, p. 4). The report introduced a model for curricular evaluation that includes program theory, implementation, and outcome measures, and reviewed three major methodologies found in the literature: content analysis, comparative analysis, and case study. This article then examines the What Works Clearinghouse`s exclusive emphasis on experimental and quasi-experimental designs from the perspective of an author of the NRC report. The two reports agree in recognizing the need for significant improvement in evaluation quality; however, they differ in four areas: standards for individual stdies, need for multiple methods, the way to accumulate information across a set of studies, and how to communicate results with the public. This article concludes with a call for focused efforts to address several shared targets needed to make futher progress on how to establish curricular effectiveness. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 231-257 |
| Abstraksi Narasi | : | This article presents the results of an11-year longitudinal study of the impact of America`s choice comprehensive school reform (CSR) design on student learning gains in Rochester, New York. A quasi-experimental interrupted time-series approach using Bayesian hierarvchical growth curve analysis with crossed random effects is used to compare the annual gains in test performance of students attending America`s Choice schools to those of students attending other Rochester schools and to those of students attending America`s Choice scholls before they adopted this CSR model. Findings reveal significant annual effects, which accumulate over time , in elementary and middle grades reading and mathematics. |
| Nama Pengarang | : | William R. Doyle, Henry May, Jonathan A. Supovitz, Confrey, Jere, Brian G. Moss, William H. Yeaton |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 259-285 |
| Abstraksi Narasi | : | As of 2005, 15 states had adopted a broad-based merit aid program, providing a combined $1.2 billion for college students on the basis of academic Qualifications. This article utilizes a Cox proportional hazards model to analyze states` characteristics that are associated with their probability of adopting a merit aid program. Lower levels of college continuation and educational attainament are found to increase the hazard for a state`s adoption of a merit aid program, whereas higer levels of student out-migration decrease the proportional hazard for a state`s adoption of such a program. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101 - 130 |
| Abstraksi Narasi | : | Large-scale educational studies frequently accurate descriptions of judge implementation and impact. However, it can be difficult to obtain these descroptions in a timely, efficient manner. To address this problem, the authors developed a vignette-based measure of one aspect of mathematics instructional practice, reform-oriented instruction. Teachers read contextualized des criptions of teaching practices that varied in terms of reform-oriented instruction, and rated the degree to which the options corresponded to their own likely behaviors. Responses from 80 fpurth-grade teachers yielded fairly consistent responses across two parallel vignettes and moderate correlations with other scales of reform-oriented instruction derived from classroom observations, surveys, and logs. The results suggested that the vignettes measure important aspects of reform-oriented instruction that are not captured by other measurement methods. based on this work, it appears that vignettes can be a useful tool for research on instructional practice, but cognitive interviews with participating teachers provided insight into possible improvement to the items. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 181 - 194 |
| Abstraksi Narasi | : | The primary purpose of this investigation was to understand the influence of access to the general curiculum on the peformance of students with significant cognitive disabilities, as mesarut by the wiscosin alternate assessment (WAA) for students with with disabilities. special education teachers (N= 113) submitted case materials for students with significant disabilities who were assessed using the WAA cases includet WAA raitig scales, student' individualized education program (IEPs),and a curricular access questionnaire. stuctural eguation modeling was used to exsamine the influence of curricular access on students'WAA performance. student' scores on the WAA reading laguage arts, and matematics scales were included in the model as the indicators for the latent factor -student peformance student grade level, teacher reports of student 'curricular access, percentage of academic focused IEP goals, and time spent in generaleducation settings were includet as predictors of student' peformance. result indicated the model accounted for 41% of the variance in the latent factor of student performance. implication of these results are discussed for the validity of WAA scores and the design of professional development and teacher support materials. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 131 - 152 |
| Abstraksi Narasi | : | This article investigates the extent to which state -mandated high school exsit exsaminations are associated with state-lovel public high school completion rates in the united states . the authors estimate a series of state and year fixel effets models using a new measure of state-level public high school completion rates and archival information about states' poplicies on high school exsit exsamination from 1975 through 2002. the study finds that state high school exsit exsamination- partyculary the "more defficult" exsamination tha hawe been implemented recently in some states --are associated with lower public high school completion rates and higher rates of general educational developmen test taking .furthemore , the study finds that the association between state policies on high school exit examinations and public high school completion grows stronger as states become more racially and ethnically diverse and as poverty rates increase. |
| Nama Pengarang | : | jane Arnold Lincove, Gary Painter, John Robert Warren, Krista N. Jenkins, Rachael B. Kulick, Andrew T. Roach, Stephen N. Elliott, Brian Stecher, et.al. |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 153 - 179 |
| Abstraksi Narasi | : | The appropiate age for student to begin school isa issue of debate for educators, adminitrarors,and parents. parents worry that young cildren may not be oble to compete with older classmates; school worrythat young students wiil not be able to meet rigorous academic standards associated whit school accountability. past literature is inconclusive as to the overall effect of age at school entry. some research suggests that yourger students have lower awerage achievement in early elementary school, wile others find that student with summer birthadates, who are assumed to be yourger at school entry, gain more education on overage. at present, little is known about the impact of age at school entry on education attaiment as students transition from high school into college and the labor market. this study uses data from the national education logitudinal survey to exsamine long-term effects of age at school entry on bot education and social autcomes , with special attention to those students who enter kinder- garten a year leter that their peers. the results of this study suggest that delaying kindergarten does not create any long-term adwantages for students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-48 |
| Abstraksi Narasi | : | Employing a randomized field trial, this 3-years study explored the effects of a multiyear summer school programs in preventing the cumulative effect of summer learning losses and promoting longitudinal achievement growth, for a total treatment group of 438 students from high-poverty schools. Longitudinal outcomes for the participants were contraste to those for 248 children randomized into a no-treatment control condition. Multilevel growth models revealed no intention-to-treat effects of assignment to the multiyear summer school program. However, student attendance patterns at the voluntary program were variable across the 3 years that the intervention was offered. Maximum likelihood mixture models, which estimated the effects of the treatment for compliers, revealed statistically significant effects on learning across all three literacy domains tested for those students who attended the Summer Academy at an above average rate across two or more of the three summers that it was offered. Relative to their control-group counterparts, treatment compliers held advantages of 40% to 50% of one grade level on the final posttests. |
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