| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 329-341 |
| Abstraksi Narasi | : | The purposes of this article are (a) to describe drug search policies in nationally representative samples of schools from 1998 to 2001 and (b) to examine the association between drug searches by schools and reported drug use by students. Most schools (86%) reported searching students for cause or suspicion, while 40% of schools reported randomly searching students. The use of drug searches differed according to school characteristics. For-cause drug searches were positively associated with 8th-, 10th-grade students 12-month illicit drug use, while random drug searches were associated (positively) only with 10th-grade students` 12-month drug use. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 303-327 |
| Abstraksi Narasi | : | In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half of these are ''recent immigrants,`` the impact of immigrant students on shool resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by differences in student educational needs, such as poverty or language skills, or differences in other characteristics, such as race? Our result indicate that, while schools resources decrease with the representation of immigrants, this relationship largely reflects differences in the educational needs of immigrant students. Although analyses that link resources to the representation of foreign-born students in 12 geographic regions of origin find some disparirities, these are againts largely driven by differences in educational need. Finally, we find that some resources increase over time when there are large increases in the percentage of immigrants in a school, but these results are less precisely estimated. Thus , elementary schools appear not to be biased either againts or for immigrants per se, although differences in the needs of particulargroups of immigrant students may lead to more (or fewer) school resources. |
| Nama Pengarang | : | Pamela Grossman, Clarissa Thompson, Leanna Stiefel, Amy Ellen Schwartz, Ryoko Yamaguchi, O`Malley, Patrick M., Lloyd D. Johnston, Goldhaber, Dan , David Perry, Emily Anthony |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 281-301 |
| Abstraksi Narasi | : | This analysis considers the role istrict policy environemnts play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers opportunities in learning to teach language arts. The ways in which districts were organized had consequences for what these beginning teachers learned about teaching: district structures either encouraged or deflected conversations about teaching English. In addition, the authors found that districts served powerful roles as teacher educators. The tasks the districts assigned the teachers, the resources they provided, the learning environments they create, and the conversations they provoked proved to be consequential in shaping both teachers` concerns and their opportunities for learning about teaching language arts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 199-215 |
| Abstraksi Narasi | : | In 1993, the state of Massachusetts implemented comprehensive reforms that included increased state ai to local school districts. This study presents empirical evience on whether these reforms actually increased educational spending and, if so, in what functional areas. These evaluations are based on relatively detailed annual financial data from the unified school istricts in Massachusetts and two neighboring states over the 1990-1996 period. The results indicate that the reforms id increase state aid to and spending by those districts that spent the least prior to the reforms. Furthermore, most of the new spending in these low-spending istricts was directed toward student instruction and capital investments. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 217-236 |
| Abstraksi Narasi | : | In 1998, Massachusetts instituted a $20,000 Signing Bonus to adress concerns about the supply of quality teachers. This article reports on a longitudinal, qualittaive study of the experiences of 13 of the original 59 recipients of the Signing Bonus, and analyzes their responses to varous incentives embedded within the Massachusetts Signing Bonus Program (MSBP). Interviews revealed that the bonus money had very little influence on recipients decisions to enter teaching. Far more important was the alternate certification program created to implement the policy. Findings suggest that the MSBP: (a) relied too much inducements and not enough on capacity-building;(b) focused too narrowly on recruitment and not enough on retention, and (c) centered too much on individuals and not enough on schools. |
| Nama Pengarang | : | Hedges, Larry V., Barbara Nye, Konstantopoulos, Spyros , Johnson, Susan Moore, Edward Liu, Heather G. Peske, Thomas S. Dee, Jeffrey Levine |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-257 |
| Abstraksi Narasi | : | It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within school) variance components of achivement status and residualize achievement gains. Our estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but we find larger effects on mathematics achievement than on reading achievement. The estimate relation of teacher experience with student achievement gains is substantial, but is statistically significant only for 2nd-grade reading and 3rd-grade mathematics achievement. We also find much larger teacher effect variance in low socioeconomic status (SES) schools than in high SES schools. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 287-298 |
| Abstraksi Narasi | : | This article addresses the validity of teacher evaluation measures produced by the Tennessee Value Added Assessment System (TVAAS). The system analyzes student test score data and estimates the effects of individual teachers on score gains. These effects are used to construct teacher value-added measures of teaching effectiveness. We describe the process of generating teacher effectiveness estimates in TVAAS and discuss policy implications of using these estimates for accountability purposes. Specifically, the article examines the TVAAS definition of teacher effectiveness, the mechanism employed in calculating numerical estimates of teacher effectiveness, and the relationships between these estimates and student ability and socioeconomic background characteristics. Our validity analyses point to several logical and empirical weaknesess of the system, and underscore the need for a strong validation research program on TVAAS. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 299-318 |
| Abstraksi Narasi | : | In response to the national push to raise academic performance of all students, most states have adopted policies designed to raise academic standards, monitor progress toward those standards, and hold schools and students responsible for attaining them. Given the complex nature of the educational process, these policies are likely to have mixed effects on both general levels of attainment and stratification based on race or ethnicity and social class. Using nationally representative longitudinal data and hierarchical linear modeling, this article explored the association between students` mathematics course work and states` high school graduation requirements and assessment or accountability policies. We found that students in states with more graduation requirements tended to enroll in higher level mathematics courses as freshmen and persist to take more advanced level courses. Similar trends were also found for students in states that link test performance to consequences for schools. Extensive testing, however, had little effect on course taking except to increase differences based on socio-economic status. In contrast, differences between racial or ethnic groups tended to be smaller in states where test performance was linked to consequences for students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 263-286 |
| Abstraksi Narasi | : | Studying change in student achievement is of central importance in numerous areas of educational research, including efforts to monitor school performance, investigations of the effect of educational interventions over time, and school effects studies focusing on how differences in school policies and practices relate to differences in student progress. In this article, we argue that in studying patterns of change, it is often important to consider the relationship between where student statrt (i.e., their initial status) and how rapidly they progress (i.e., their rates of change). Drawing on recent advances in growth modeling methodology, we illustrate the potential value of such an approach in the context of monitoring school performance. In particular, we highlight the ways in which attending to initial status in analyses of student progress can help draw attention to possible concerns regarding the distribution of achievement within schools. To convey the logic of our approach and illustrate various analysis possibilities, we fit a series of growth models to the time series data for students in several schools in the Longitudinal Stduy of American Youth (LSAY) sample. In a final section, we discuss some of the possibilities that arise in employing a modeling approach of this kind in evaluating educational programs and in conducting school effects research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-262 |
| Abstraksi Narasi | : | A critical issue facing U.S. schools and one with broad social implication is the persistent disparity in educational achievement between racial/ethnic groups. The achievement gap may be particularly pronounced for Mexican-Americans who constitute the vast majority of U.S. Latinos and are among the most educationally at risk of all Latino subgroups. By employing mixed-methods research techniques, this study shows that social network instability accompanying hight mobility rates may contribute to Mexican-American underachievement. Moreover, this investigation challenges wholly beneficial and ecumenical notions of social capital. Mexican-origin youth in possession of what on the surface appears to be a valued form of social currency may actually be the unwitting recipients of a form of counterfeit social capital that impinges on their school success. Efforts to reduce unnecessary and reactive student mobility and increase the stock of beneficial forms of social capital (while rooting out its impostors) may deserve policy consideration. |
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