| Nama Pengarang | : | Raudenbush, Stephen W., Guanglei Hong, Rose, Heather , Milagros Nores et al, Dylan Conger |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 205-224 |
| Abstraksi Narasi | : | Grade retention has been controversial for many years, and current calls to end social promotion have lent new urgency to this issue. On the one hand, a policy retaining in grade those students making slow progress might facilitate instruction by making classrooms more homogeneous academically. On the other hand, grade retention might harm high-risk students by limiting their learning opportunities. Analyzing data from the US early Childhood Longitudinal Study Kindergarten cohort with the technique of multilevel propensity score stratification, we find no evidence that a policy of grade retention in kinergarten improves average achievement in mathematics or reading. Nor do we find evidence that the policy benefits children who would be promoted under the policy. However, the evidence does sugest that children who are retained learn less than they would have had they instead been promoted. The negative effect of grade retention on those retained has little influence on the overall mean achievement of children attending schools with a retention policy because the fraction of children retained in those schools is quite small. Nevertheless, the effect of retention on the retainees is considerably large. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 133 - 155 |
| Abstraksi Narasi | : | Policies that madate in-grade retention of low-performing students have become central components of standards-based reforms a cross the country. While educational researchers have extensively studied the student-level correlates of retention and the consequences of retention for student achievement, little attention has been focused on identifying the factors that influence district retention decisions. In this study, the authors explored the significance of a political explanation of retention. A multivariate approach was used to investigate levels of student retention in 2000 - 2001 in 1, 039 Texas school districts. Results showed that, as in earlier studies, student achievement and demographics were directly linked to levels of retention. However, changes in district leadership, local voters ideology, and minority representtation among district officials also had significant effects on retention levels. These findings suggest that retention is driven not only by studnet-level characteristics and district resources but also by the constraints and preferences of local constituencies and leadership. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 157 - 175 |
| Abstraksi Narasi | : | using the 2000 follow-up of the National Education Longitudinal Survey, the authors estimated earnings effects of a community college education. Previous research relied on data collected from students enrolled 20 or 30 years ago. Because tehe labour market and community colleges have changed dramatically since then, the authors provide an update by studying students enrolled in the 1990s. The found substantial evidence that a community college education has positive effects on earnings among young workers. This effect was larger for annual earnings than for hourly wages. Earnings benefit accrued both to those who failed to earn a credential and to those who earned an associate degree. The current results are similar to estimates for earlier cohorts. The stability of the wage advantage of a community college education during a period of growing enrollment provide evidence of a growing relative demand for a community college over a high school education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 177 - 204 |
| Abstraksi Narasi | : | This article addresses conflicting statements about the impact of accountability policies in which same argue that testing undermines good teaching, while others claim that it stimulates improvement. the authors begin with the assumption that it is important to explore implementer`s cognitive perspectives in order to accountability in three high schools selected because they were deemed to have a strong teacher culture that supported quality education. The schools were located in states with diverse histories of accountability legislation, but in districts with well-established local accountability policies. Findings suggested that sensemaking activity occured in all three schools and was assocated with teachers interpretation of accountability policies and with their efforts to change classroom practice to be consistent with accountability policies. Active efforts by district-level administrators to mediate sensemaking affected teachers attittudes toward accountability policies and standards-driven reform. |
| Nama Pengarang | : | Hiebert, James et al, Karen Seashore louis, et.al., Dave E. Marcotte, et.al, Valentina A. Bali, et.al |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 111 - 132 |
| Abstraksi Narasi | : | The third International Mathematics and Science Study (TIMSS) 1999 video study examined eighth-grade mathematics teaching in the United States and six higher-archieving countries. A range of teaching systems were found across higher-achieving countries that balanced attention to challenging content, procedural skill, and conceptual understanding in different ways. The United States displayed a unique system of teaching, not because of any particular feature but because of a constellation of features that reinforced attention to lower-level mathematics skills. The authors argue that these results are relevant for policy (mathematics) debates in the United States because they provide a current account of what actually is happening inside U.S. classrooms and because they demonstrate that current debates often pose overly simple choices. The authors suggest ways to learn from examining teaching systems that are not alien to U.S. teachers but that balance a skill emphasis with attention to challenging mathematics and conceptual development. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 75-109 |
| Abstraksi Narasi | : | To Federal No Child Left Behind Act of 2001 (NCLB) calls for a highly qualified teacher in every classroom. According to the legislation, `` higly qualified`` is defined as full certification, a bachelor`s degree, and demonstrated content knowledge in all core subjects taught. States, district, and schools are spending considerable resources addressing these provisions, but to what degree are the readily available measures of teacher qualifications associated with the type of teaching advocated by standards-based reform? The authors examine the relationship among educational credentials, preparedness to teach content, participation in professional development, and use of reform-oriented instruction by middle school mathematics teachers using data from the 2000 National Assessment of Educational Progress (NAEP). Their analyses suggest that preparedness to teach mathematics content and participation in content-related professional development activities are associated with reform-oriented teaching, measured here as increased emphases on conceptual learning goals for students an increased use of reform-oriente teaching strategies. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 23-52 |
| Abstraksi Narasi | : | Studies of the relationship between policy and practice typically focus on the formal policy system alone. Yet, the public policy system does not exist in isolation. A host of nonsystem actors promote, translate, and transform policy ideas as they carry them to teachers. This study draws on neoinstitutional theories of organization to investigate the role of nonsystem actors in the relationship between policy and teachers` classroom practice. A cross-case historical esign was used to investigate how teachers in two California elementary schools responded to changes in state reading policy from 1983 to 1999. The way in which teachers responded depended in part on the nature of their connections to policy messages, which varied substantially accross teachers and accross policy initiatives. Policy messages from nonsystem actors were more consequential for teachers classroom practices. Teachers connections to nonsystem actors were influenced by the interrelationship between system and non system actors as policy ideas emerged, diffused, and were implemented over time. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-22 |
| Abstraksi Narasi | : | This article reports first-year achievement outcomes of a national randomized evaluation of Success for all, a comprehensive reading reform model. Forty-one schools were recruites for the study and were randomly assigned to implement Success for All or control methods. No statistically significant diferences between experimental and control groups were foun in regard to pretests or demographic characteristics. Hierarchical linear model analyses revealed a statistically significant school-level effect of assignment to Success for All of neraly one quarter of a standard eviation-or more than 2 months of additional learning-on individual Word Attack test scores, but there were no school-level differences on the three other posttest measures assessed. These results are similar to those of earlier matched experiments and correspond with the Success for All program theory. |
| Nama Pengarang | : | John Robert Warren, Melanie R. Edwards, Borman, Geoffrey D. et al, Cynthia E. Coburn, Thomas M. Smith, Desimone, Laura M. , Koji Ueno |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 53-74 |
| Abstraksi Narasi | : | For more two decaes, many states have required students to pass exit examinations to obtain high school diplomas. Despite these sweeping policy initiatives, we know relatively little about whether such policies are relate to the chances that high school students will obtain diplomas. The authors estimatethe association between high school exit examination requirements and students` chances of obtaining diplomas, acquiring general educational development (GED), or leaving school with neither credential. They also assess whether these associations vary according to socioeconomic status (SES) or prior acaemic achievement. Using data from the National Education Longitudinal Study of 1988, they found that high school exit examination requirements-at least as they existed in the early 1990s-are not associated with increased chances of obtaining a GED or of leaving school with neither a GED nor a diploma, even among low SES and low-achieving students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 259-280 |
| Abstraksi Narasi | : | National Board Certification represents one of the most significant reform efforts in the area of teacher quality in the last two decades. Since the National Board for Professional Teaching Standards (NBPTS) certified its first round of teachers in 1995, approximately 32,000 teachers have become certified at a cost to the country of well over $300 million, yet no large-scale quantitative research exists on the candidates of the program. In this article, we describe the results of a study of teachers in North Carolina assessing the factors associated with the decision to apply to NBPTS and those associated with certification of candidates. We find that, all else equal, teachers who are African-American, female, score higher on standardize tests, and/or are younger are more likely to apply for certification. Among applicants, we find that African-American and male teachers are less likely to be certified, and teachers who score higher on standardized tests are far more likely to be certified. |
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