| Nama Pengarang | : | Fiske, Edward B., Helen F. Ladd, Roger D. Goddard, Laura S. Hamilton et al, Arthur J. Reynolds, Suh-Ruu Ou, Liza M. Conyers, Peter Teitelbaum |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 97-112 |
| Abstraksi Narasi | : | Central to the argument for more competition in education is that it will induce schools to provide higher quality education at no greater cost. This article sheds new light issue by measuring how competition among New Zealand`s schools affected student learning as perceived by teachers and principals. The analysis builds on the fact that New Zealand`s introduction of full parental choice in 1992 increased competitive pressures more for some schools than for others. With careful attention to various potential threats to validity, we conclude that competition as perseived by teachers generated negative effects on the quality of student learning and other aspects of schooling in New Zealand`s elementary schools. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 243-266 |
| Abstraksi Narasi | : | Several renowned early interventions have compelling evidence of enduring achievement effects for at-risk children: Perry Preschool; the Abecedarian Project; and the Tennessee Class-Size Experiment. The costs and potential for national dissemination of such model programs, though, represent key practical concerns. This article examines the long-term outcomes and costs of another popular early intervention: Success for All. Relative to controls, Success for All students completed 8th grade ata younger age, with better achievement outcomes, fewer special education placements, fewer retentions, and at the same educational expense. Further cost-effectiveness comparisons to the three prominent interventions suggest that Success for All is deserving of similar recognition as a sound educational investment that provides strong and lasting educational benefits. None of these exemplary programs, though, can be expected to be the "great equalizer. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 333-357 |
| Abstraksi Narasi | : | This article analyzes the impact of highstakes testing in Chicago on student achievement in grades targeted for promotional decisions. Using a three-level Hierarchical Linear Model, we estimate achievement value added in gate grades (test-score increases over and above that predicted from a student`s prior growth trajectory) for successive cohorts of students and derive policy effects by comparing value added pre-and postpolicy. Test scores in these grades increased substantially following the introduction of high-stakes testing. The effects are larger in the 6th and 8th grades and smaller in the 3rd grade inreading. Effects are also larger in previously low-achieving schools. In reading, students with low skills experienced the largest improvement in learning gains in the year prior to testing, while students with skills closer to their grade level experienced the greatest benefits in mathematics. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 359-377 |
| Abstraksi Narasi | : | The City University of New York (CUNY) plays an essential role in educating the burgeoning immigrant population of New York City. During the 1990s, the foreign-born share of CUNY`s undergraduate population rose from one third to almost one half. Nevertheless, little research has been carried out on this population. Focusing on foreign born and native minority community college entrants, we compare these groups in terms of the number of credits earned and the likelihood of transferring to a four-year program and of completing an associate degree and a bachelor`s degree. We find that nativity, race, and ethnicity are all related to these outcomes. Moreover, whether a foreign-born student attended high school in the United States or abroad is an important determinant of educational outcomes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 305-331 |
| Abstraksi Narasi | : | We developed a zero-to-five index of the strength of accountability in 50 states based on the use of high-stakes testing to sanction and reward schools, and analyzed whether that index is related to student gains on the NAEP mathematics test in 1996-2000. The study also relates the index to changes in student retention in the 9th grade and to changes in high school completion rates over the same period. The results show that students a high-accountability states averaged significantly greater gains on the NAEP 8th-grade math test than students in states with little or no state measures to improve student performance. Furthermore, students in high-accountability states do not have significantly higher retention of lower high school completion rates. |
| Nama Pengarang | : | Arthur J. Reynolds et al, Martin Carnoy, Loeb, Susanna, Elliot B. Weininger, Thomas Bailey, Anthony S. Bryk, Melissa Roderick, Brian A. Jacob, Borman, Geoffrey D., Gina M. Hewes |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 267-303 |
| Abstraksi Narasi | : | We conducted the first cost-benefit analysis of a federally financed, comprehensive early chilhood program. The Title I Chicago Child-Parent Centers are located in public schools and provide educational and family support services to low-income children from ages 3 to 9. Using data from a cohort of 1,539 program and comparison - group children born in 1980 who participate in the Chicago Longitudinal Study, measures of program participation were significantly associated with greater school achievement, higher rates of high school completion, and with significantly lower rates of remedial education services, juvenile delinguency, and child maltreatment. Economic analyses indicated that the measured and projected economic benefits to preschool participation, school-age participation, and extended program participation exceeded costs. In present-value 1998 dollars, the preschool program provided a return to society of $7.14 per dollar invested by increasing economic well-being and tax revenues, and by reducing public expenditures for remedial education, criminal justice treatment, and crime victims. The extended intervention program (4 to 6 years of participation) provided a return to society of $6.11 per dollar invested while the school-age program yielded a return of $1.66 per dollar invested. Findings demonstrate that an established public program can provide benefits that far exceed costs. Key elements of CPC program effectiveness include an instructional focus on literacy, opportunities for intensive parent involvement, and implementation by well-trained staff within a single administrative system. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 175-200 |
| Abstraksi Narasi | : | This article notes the paucity with which reform efforts in education have been evaluated experimentally, despite well-nigh universal acknowledgement that experiments provide the best justification for causal conclusions. and of the few experiments that have been completed, most were done by groups outside of the community of educational evaluators working in schools and colleges of education. The reasons educational evaluators cite for not doing experiments are critically appraised. some are shown to be wrong or over-generalized; and others point to the need for future experiments that depend more heavily on program theory and the assessment of implementation and other intervening processes. The alternatives to experiments that educational evaluators prefer are briefly appraised and found wanting whenever a high standard is needed for justifing causal conclusions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 201-218 |
| Abstraksi Narasi | : | Recent evidence about the effects of class size on academic achievement from randomized experiments points to positive effects of small classes. However, the evidence about the mechanism producing these effects is less clear. Some scholars have argued for mechanisms that would imply greater effects of small classes for low-achieving students. This article investigates possible differential effects of small classes on achievement using data from Project STAR, a four-year, large-scale randomized experiment on the effects of class size. We examined the differential effects of small classes for students in the bottom half and bottom quarter, respectively, of heirr class`s achievement distribution in kindergarten. Although small class effects are somewhat larger for low-achieving students in reading, the differential effects (interactions) are not statistically significant. Moreover, the small class effects for low-achieving students in mathematics are actually smaller than those for higher achieving students. Thus while there are unambiguous positive effects of small classes on achievement, there is no evidence for differentially larger effects of smallclasses for lower achieving students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 219-239 |
| Abstraksi Narasi | : | State and school districts are looking for policies they believe will improve student performance. As a result, assessments have proliferated, stakes have increased, and specific curriculum and instructional approaches are being mandated. In this study, we probed beneath students` failing scores on a state reading assessment to investigate the needs of struggling students and implications for policy. We found that scores on state tests mask distinctive and multifaceted patterns of students` reading abilities that require dramatically different istructional emphases. We explore the implications of this complexity for state and local reform efforts that target improved teaching and learning. |
| Nama Pengarang | : | Levin, Henry M. , Marsha Riddle Buly, Sheila W. Valencia, Hedges, Larry V., Barbara Nye, Konstantopoulos, Spyros , Thomas D. Cook |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 159-174 |
| Abstraksi Narasi | : | Major policy debates have arisen around the subject of educational vouchers as an alternative for financing and orgaizing elementary and secondary education. To a large degree, comparisons between vouchers and the traditional system of educational finance and school operations have been limited to one or two dimwnsions of education such as the relative impact of a particular system on achievement test scores. Thia article describes a comprehensive, evaluative framework that draws upon a larger range of goals that have been posed for education in a democratic and free society. These criteria include: (a) freedom of choice, (b) productive efficiency, (c) equity, and (d) social cohesion. The framework demonstrates the importance of and tradeoffs among these four criteria in evaluating specifi educational voucher plans and enables comparisons with other alternatives such as charter schools as well as the more traditional public scool arrangements. |
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