| Nama Pengarang | : | Brian P. Gill, Steven L. Schlossman, Robert K. Ream, Yeow Meng Thum, Seltzer, Michael, Kilchan Choi, Kathryn S. Schiller, Chandra Muller, Haggai Kupermintz |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 319-337 |
| Abstraksi Narasi | : | We use several national surveys to provide a 50-year perspective on time spent on homework. The great majority of American children at all grade levels now spend less than one hour studying on a typical day-an amount that has not changed substantially in at least 20 years. Moreover, high school students in the late 1940s and early 1950s studied no more than their counterparts did in the 1970s, 1980s, and 1990s. Changes in educational opinion on homework over the last half century have had little effect on student behavior, with only two notable exceptions: a temporary increase in homework time in the decade following Sputnik, and a new willingness in the last two decades to assign small amounts to primary-grade students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 171-201 |
| Abstraksi Narasi | : | This article features case studies of two elementary schools, identified as exemplary by Washington educators, as they worked to enact washington`s Essential Academic Learning Requirements and help students achieve proficiency on the Washington Assessment of Student Learning. We describe school- and classroom-level practices and analyze the schools` progress toward successful enactment of Washington`s reform vision by considering six dimensions of school capacity: principal leaderships; professional community; program coherence; technical resources; knowledge,skills, and dispositions individual teachers; and learning opportunities for teachers. Supporting the claim that large-scale reform takes time, we argue that for a young reform effort "exemplary" is best understood in terms of capacity rather than outcome. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 119-142 |
| Abstraksi Narasi | : | Many researchers who study the relations between school relations between school resources and student achievement have worked from a causal model, which typically is implicit. In this model, some resource or set of resources is the causal variable and student achievement is the outcome. In a feew recent, more nuanced versions, resource effects depend on intervening influences on their use. We argue for a model in which thekey causal agents are situated in instruction; achievement is their outcome. Conventional resources can enable or constrain the causal agents in instruction, thus moderating their impact on student achievement. Because these causal agents interact in ways that are unlikely to be sorted out by multivariate analysis of naturalistic data, experimental trials of distinctive instructional systems are more likely to offer solid evidence on instructional effects. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 217-232 |
| Abstraksi Narasi | : | Numerous researchers have speculated on and attempted to quantify the impact of policies designed to increase school choice and competition between schools, and they have reached widely differing conclusions. In this article, we provide an overview of the research that focuses on the potential achievement effects of greater private sector competition on K-12 schooling. In particular, we explore the various methodologies that have been used to assess the relative effectiveness of public and private schools. We discuss the strengths and shortcomings of different approaches, and based on this, we ponder what is known and not known about the impact of increased choice and competition. In conclusion, we maintain that although many of the methodologies used to assess the effects of particular interventions, such as educational vouchers, are sound, they likely fail to capture the general equilibrium consequences of enhanced choice. As a result, many of the questions we would want answered to inform policymaking remain unknown. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 203-215 |
| Abstraksi Narasi | : | Across the United States, charter schools have become one of the most frequently used means of increasing choice among educational alternatives. In this article we use data from a recent telephone survey of Washington D.C. parents to evaluate the success of the District`s large and growing charter school program. We find that parents with children in charter schools rate their teachers, principals, facilities and schools higher than their traditional public counterparts. This finding is robust even when controlling for self-selection into charter schools. BAsed on these empirical results, we argue that the greater satisfaction with charter schools reflected in these differences in grades is not simply the result of the act of choosing. |
| Nama Pengarang | : | Amanda Datnow, Sam Stringfield, Borman, Geoffrey D., Schneider, Mark , Jack Buckley, Dan D. Goldhaber, Eric R. Eide, Raudenbush, Stephen W., Ball, Deborah Loewenberg, David K. Cohen, Borko, Hilda, Shelby A. Wolf |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 143-170 |
| Abstraksi Narasi | : | This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and billingual education programs in mutually supportive ways; others had difficulty adapting reforms to suit the needs of Limited English Proficient (LEP) students. Reforms generally helped educators meet goals for multicultural education, but in some cases, educators` beliefs about student ability, race, and language served as constraints to reforms. Students from CSR had achievement outcomes that were generally equivalent to those for students from matched comparison schools. Under some circumstances, though, LEP, students and their English-speaking peers from CSR schools outperformed their comparison school counterparts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-57 |
| Abstraksi Narasi | : | One of the most widely implemented educational reform efforts of the last two decades has been the adoption of increased high school graduation requirements, especially in mathematics and science. The present study examines the effect of that reform. More particularly, this article first investigates the extent to which a commonly adopted requirement that students complete three credits in mathematics and science was implemented at schools. Using multilevel regression analysis, the study then examines the relationship between three-course requirements in mathematics and science and three expected outcomes: increases in the number of credits students earned in mathematics and science, increases in the level of mathematics and science classes completed by students, and increases in student achievement in math and science, as measured by 8th- to 12th-grade test score gains. To test this relationship, the author drew a nationally representative sample of 1992 public high school graduates from the National Educational Longitudinal Study conducted in 1988. Analysis of these data indicates that many schools that required students to complete three courses in math or science in order to graduate did not strictly enforce this policy, allowing a substantial percentage of the students to graduate without earning three credits in these subjects. Nevertheless, three-course requirements in-fluenced students to earn more credits in mathematics and science; however, only some students completed this additional coursework in advancedclasses. In addition, students test score gains did not vary by high school graduation requirement policy. These findings suggest that increasing the number of credits students have to earn in mathematics and science to graduate from high school by itself may not be sufficient to improve student proficiency in these subjects. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 75-95 |
| Abstraksi Narasi | : | This article explores patterns of special education services during the elementary grades among children who participated in either the Child-Parent Center (CPC) Preschool Program or other early childhood programs in the Chicago Public Schools. The study sample included 1.377 low-income, racial minority children in the Chicago Longitudinal Study. Controlling for family background characteristics that might affect educational performance, children who participated in Child-Parent Center preschool had a significantly lower rate of special education placement (12.5%) than the comparison group (18.4%), who participated in an alternative all-day kindergarten program. The estimated impact of CPC preschool intervention was best explained by the cognitive advantage hypothesis. This article provides support for the long-term impact of the CPC preschool intervention on special education outcomes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-29 |
| Abstraksi Narasi | : | A number of challenges are encountered when evaluating a large-scale, multisite educational reform aimed at changing classroom practice. The challenges include substantial variability in implementation with little information on actual practice, lack of common, appropriate outcome measures, and the need to synthesize evaluation results across multiple study sites. This article describes an approach to addressing these challenges in the context of a study of the relationships between student achievement and instructional practices in the National Science Foundation`s Systemic Initiatives (SI) program. We gathered data from eleven SI sites and investigated relationships at the site level and pooled across sites using a planned meta-analytic approach. We found small but consistent positive relationships between teachers` reported use of standards-based instruction and student achievement. The article also decribed the ways in which we addressed the challenges discussed, as well as a number of additional obstacles that need to be addressed to improve future evaluations of large-scale reforms. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 59-74 |
| Abstraksi Narasi | : | This study elaborates a theoretical rationale for relational networks, norms, and trust as structural and functional forms of social capital that facilitate student achievement. The results of hierarchical generalized linear modeling show that 4th-grade students` odds of passing state-mandated mathematics and writing assessments are modestly increased in urban schools characterized by high levels of social capital. The results suggest the need for more research investigating the extent to which social capital is independent from socioeconomic status and whether social capital may be developed in chools serving high concentrations of poor and minority students. |
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