| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 49-75 |
| Abstraksi Narasi | : | A number of public school districts in the United States have adopted income-based integration policies-policies that use measures of family income or socioeconomic status-in determining school assignment. Some scholars an policymakers contend that such policies will also reduce racial segregation. In this article this assumption is explored by computing upper and lower bounds on the possible and probable levels of racial segregation thta wpuld result from race-neutral income-based school assignment policies.The article finds that, in general, income integration is no guarantee of even modest racial desegregation. In particular, the extent of ancillary racial integration produced by an income-integration policy will depend on the size of racial income disparities within a given district, the specifics of an income-integration policy, and the patterns of racial and socioeconomic residential segregation in a school district. data on racial income inequality and income segregation in urban districts throughout the United States indicate that very high levels of racial segregation are possible under any practical income-integration policy. The authors conclude that, given the extent of residential racial segregation in the United States, it is unlikely that race-neutral income-integration policies will significantly reduce school racial segregation, although there is reason to believe that such policies are likely to have other beneficial effects on schooling. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 77-99 |
| Abstraksi Narasi | : | The debates over the 2003 reauthorization of Head Start highlighted a controversy about the devolition of federal early education policy. At the center of the debate is the concern that state control of early education programs will reduce the quality and effectiveness of federal support for children living in poverty and their families. The current fragmentation of early education policy, with both federal Head Start program and state-subsidized prekindergarten programs operating in close proximity, presents an opportunity to compare the programs quality and effectiveness within a region of common support. In this study, propensity score techniques were used to match a probability sample of Head Start participants in Georgia with a group of children who were eligible for Head Start but who attended the state prekindergarten program in Georgia. The two groups were statistically similar at the beggining of their preschool year on three of four direct assessments (p, but by the beginning of kindergarten the children attending the state prekindergarten programs posted higher developmental outcomes on five of six direct assessment (p and 14 of 17 ratings by kindergarten teachers (p. This study indicates that economically disadvantaged children who attended Georgia's universal prekindergarten entered kindergarten entered kindergarten at least as well prepared as similar children who attended the Head Start program. |
| Nama Pengarang | : | James C. Hearn, Michael K. McLendon, Russ Deaton, Henry, Gary T., Craig S. Gordon, Dana K. Rickman, John T. Yun, Reardon, Sean F. , Michal Kurlaendar, Borman, Geoffrey D., N. Maritza Dowling |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-24 |
| Abstraksi Narasi | : | Employing a theoretical framework derived from the policy innovation and difussion literature, this research examines how variations over time and across state sociopolitical systems influence states adoption of accountability policies in higher education. Specifically, factors influencing the adoption of three kinds of performance-accountability policies for public higher education in the period 1979-2002 were investigated. Findings from the event history analysis supported the authors original hypotheses only in part; the primary drivers of policy adoption were legislative party strength and higher-education governance arrangements, but the direction of these influences varied across the policies studied. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 309-340 |
| Abstraksi Narasi | : | In the mid-1990s, the Chicago Public School declared an end to social promotion and instituted promotional requirements based on standardized test scores in the third, sixt, and eighth grades. This article examines the experience of third and sixth graders who were retained under Chicago's policy from 1997 to 2000. The authors examine the progress of these students for 2 years after they were retained and estimate the short-term effects of retention on reading achievement. Students who were retained under Chicago's high-stakes testing policy continued to struggle during their retained year and faced significantly increased rates of special education placements. Among third graders, there is no evidence that retention led to greater achievement growth 2 years after the promotional gate. Among sixth graders, there is evidence that retention was associated with lower achievement growth. The effects of retention were estimated by using a growth curve analysis. Comparison groups were constructed by using variation across time in the administration of the policy, and by comparing the achievement growth of a group of low-achieving students who just missed the promotional cutoff to a comparison group of students who narrowly met the promotional cutoff at the end of the summer. The robustness of the findings was tested using an instrumental variable approach to address selection effects in estimates. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 291-307 |
| Abstraksi Narasi | : | The college participation rates of African Americans and Lations continue to lag behind those of other racial and ethnic groups in the United States, despite the efforts of financial aid and affirmative action policies. Two recent federal policies that are ''work-first'' in nature threaten to further exacerbate racial and ethnic disparities in college access. This article examines the complex ways in which the 1996 welfare reform and the 1998 Workforce Investment Act differentially affect opportunities for college enrollment among disadvantaged adults. Utilizing national and state-level data, the authors argue that both policies restrict access to postsecondary education through the implementtaion of their guiding philosophy, ''work-first,'' which emphasizes rapid job placement as the strategy of choice in achieving stable employment and moving out of poverty. These policies have reduced the size of the clientele receiving welfare and restricte access to education and training for those who remain on the rolls. Moreover, this reduction in access is particularly acute among African Americans and Latinos. Thus, the findings indicate that these work-first feeral policies serve to limit higher education opportunities available to these already disadvantaged populations. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 341-364 |
| Abstraksi Narasi | : | Across the country, grade promotion is tied increasingly to performance on standarized tests. One concern about such policies is that they might increase dropout rates. Policy proponents counter that adverse effects of grade retention should be more than ofset by beneficial effects from rising achievement. Using data from chicago, this study examines dropout rates after implementation of an eight-grae promotion standard. The results indicate that retention by the policy id have adverse effects on droping out, but the relationship was smaller than seen with traditional teacher-initiate retention and was unrelate to the timing of dropping out. Systenwide, slight decreases in dropout rates among the 90% of students who were not retained counterbalanced the higher dropout rates among those retained. |
| Nama Pengarang | : | Schneider, Mark , Jack Buckley, Elaine M. Allensworth, Sara Goldrick-Rab, Kathleen M. Shaw, Melissa Roderick, Jenny Nagaoka |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 365-380 |
| Abstraksi Narasi | : | One point of debate in the recent controversy in the media and among policy analysts over the academic achievement of charter students is whether the charter students are in some way harder to educate than their counterparts enrolled in traditional public schools. This article examines this question using data from the 2002-2003 school year in Washington, D.C. It begins by examining a simple binomial model of the proportion of students in key demographic and programmatic categories linked to educability. It then turns to the estimation of a more theoretically appropriate mixture model that assumes two latent categories of sharter schools. It concludes with an analysis that moves beyond simple demographic/programmatic factors to consider measures of educability using individual-level survey data from charter and traditional public school students. Overall, there is mixed evidence of differences in the educability of students in the two sectors. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 225-244 |
| Abstraksi Narasi | : | This article examines ethnic segregation, defined as segregation among racial groups as well as between native-born and immigrant students, across elementary schools classrooms in New York City. Specifically, the study compares patterns in within-school segregation across ethnic groups, graes, boroughs, and years. Current levels of within-school segregation are also compared to levels of across-school segregation and to levels of segregation that result from three simulations where students are assigned to their classrooms: (a) randomly, (b) to achieve complete ethnic segregation, and (c) according to their prior year test scores. Results indicate that racial segregation across schools is far greater than racial segregation within schools, however the segregation of immigrants within-schools is equal to the segregation of immigrants across schools. Eithin-schools segregation cannot be entirely attributed to random processes or to the use of ability grouping practices, particularly in the case of black and hispanic segregation. Finally, segregation within-schools varies considerably across the five boroughs and declined during the second half of the 1990s. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 245-261 |
| Abstraksi Narasi | : | This article derives an update cost-benefit ratio for the High/Scope Perry Preschool Program, an intensive preschool intervention delivered during the 1960s to at risk children in Ypsilanti, Michigan. Because children were randomly assigned to the program or a control group, differences in outcomes are probably attributable to program status. Data on outcome differences is now available on participants as they reached the age of 40; outcomes include educational attainment, earnings, criminal activity, and welfare receipt. These outcomes are rendered in money terms and compared to the costs of delivering the program to calculate the net present value of the program both for participants and for society. The data show strong advantages for the treatment group in terms of higher lifetime earnings and lower criminal activity. For the general public, gains in tax revenues, lower expenditures on criminal justice, lower victims costs, and lower welfare payments easily outweight program costs. At a 3% discount rate the program repays $ 12.90 for every $ 1 invested from the perspective of the general public; with a 7% discounta rate, the repayment per dollar is $5.67. Returns are even higher if the total benefits-both public and private-are counted. However, there are strong differences by gender: a large proportion of the gains from the program come from lower criminal activity rates by the treatment group, almost all of which is undertaken by the males in the sample. The implications of these findings for public policy on early childhood education are considered. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 263-289 |
| Abstraksi Narasi | : | Using administrative data from the University of California at San Diego, the author explicity identifies and studies student admitted under affirmative action programs. On average, these students earned grade point averages (GPAs) 0.30 points lower than those of nonaffirmative students. The difference in graduation rates in larger, with 57% of affirmative action students graduating compared to 73% of their nonaffirmative action peers. When compared to students just above the regular admissions cutoff, the differences are smaller-the difference in graduation rates in only 8 percentage points, and the diference in GPAs is only 0.20 points. A student`s family, school, and neighborhood characteristics can explain a small part of these differences, but academic preparation explains most of the difference. |
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