| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 133-144 |
| Abstraksi Narasi | : | One of most contentious policy areas in the United States today is the expansion of school choice. While many dimensions of parental- choice behavior have been analyzed, many of the most enduring questions center on the aspects of schools parents prefer and how these preferences will affect the socioeconomic and racial composition of schools. Using Internet-based methodological tools, we study parental preferences revealed through information search patterns and compare these findings to the standard ones in the literature, which are based largely on telephone interviews. Based on this evidence we suggest that unfettered choice may lead to undesirable outcomes in the distribution of students, and it may also lead to reduced pressure on schools to improve academic performance. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 113-132 |
| Abstraksi Narasi | : | The article identifies key elements of the "theory of action" embodied in reconstitution reforms and examines them in light of finding acquired from a two-year study that documents what happened when a particular rendition of reconstitution was enacted and implemented. The evidence from this study suggests that the "theory of action" embedded in reconstitution reforms may be seriously, if not fatally flawed. On every critical count, the dominant patterns of implementation ran counter to the major premises (and promises) of the policy. This article considers alternative interpretations of the data and suggests directions for future research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 81-112 |
| Abstraksi Narasi | : | This article examines the effects of professional development on teachers` instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers` professional development and its effects on changing teaching practice in mathematics and science from 1996-1999. We found that professional development focused on specific instructional practices increases teachers` use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher`s instruction. |
| Nama Pengarang | : | Natalie Lacireno-Paquet et al, Laura M. Desimone et al, Betty Malen et al, Schneider, Mark , Jack Buckley |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 145-158 |
| Abstraksi Narasi | : | Proponents of school choice present market-based competition as a means of leveling disparities between race, class and performance in public school systems. Opponents see school choice as threatening to exacerbate this problem because competition for students will pressure individual schools into targeting students with the highest performance and the least encumbered with personal and social disadvantages. We suggest that some charter schools, by background and affiliation, are likely to be more market-oriented in their behavior than others, and test the proposition that market-oriented charter schools engage in cream-skimming while others disproportionately serve highly disadvantaged students. Comparing student composition in market-oriented charter schools, nonmarket-oriented charter schoold, and traditional public schools in Washington, DC, we find little evidence that market-oriented charters are focusing on an elite clientele, but they are less likely than the other two types of schools to serve some high need populations. Rather than skimming the cream off the top of the potential student population, market-oriented charter schools may be "cropping off" service to students whose language or special education needs make them more costly to educate. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 37-62 |
| Abstraksi Narasi | : | This paper uses rich new data on New York State teachers to: determine how much variation in the average attributes of teachers exists across schools, identify schools that have the least-qualified teachers, assess whether the distribution has changed over time, and determine how the distribution of teachers is impacted by attrition and transfer, as well as by the job matches between teachers and schools at the start of careers. Our results show striking differences in the qualifications of teachers across schools. Urban schools, in particular, have lesser-qualified teachers; and New York City stands out among urban areas. Low-income, low-achieving and non-white students, particularly those in urban areas, find themselves in classes with many of the least skilled teachers. Salary variation rarely compensates for the apparent difficulties of teaching in urban settings and, in some cases, contributes to the disparities. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-27 |
| Abstraksi Narasi | : | The movement for higher standards in American education has attracted considerable public and scholarly attention during the past decade. Largely due to significant methodological challenges, however, there has been limited empirical investigation of the structure and operation of this movement on a nationwide scale. This paper develops an empirical strategy for studying broad-based educational change employing quantitative methods and an extensive database consisting of state policy indicators and data on schools and classrooms from a large number of states participating in the National Assessment of Educational Progress (NAEP) State Assessment in Mathematics. Two main elements of standards-based reform are examined: (a) correspondence between the structure of the national standard movement and patterns of state-level policy activism, and (b) linkages between state policy and classroom instructional practices. The results of a Rasch measurement analysis indicate that patterns of state policy activity closely resemble standards-based reform, as it known as a national movement. Multilevel stayistical modeling using data from large longitudinal panel of schools further shows that state activism has a significant independent effect on teacher` use of classroom practices consistent with a standards-based model of mathematics education. While of a modest size, this state policy effect remains robust after taking into consideration other conditions at the classroom, school, and state levels, including the prior use of standards-based instruction for schools and states. Evidence also suggests that these policy effects on instruction may operate by promoting greater teacher receptivity to reform, particularly through relevant professional development experiences. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-36 |
| Abstraksi Narasi | : | A number of states have school-building accountability systems that rely on comparisons of achievement from one year to the next. Improvement of the performance of schools is judged by changes in the achievement of successive groups of students. Year-to-year changes in scores for successive groups of students have a great deal of volatility. The uncertainty in the scores is the results of measurement and sampling error and nonpersistent factors that affect scores in one year but not the next. The level of uncertainty was investigated using fourth grade reading results for schools in Colorado for four years of administration of the Colorado Student Assessment Program. It was found that the year-to-year changes are quite unstable, resulting in a near zero correlation of the school gains from years one to two with those from years three to four. Some suggestions for minimizing volatility in change indices for schools are provided. |
| Nama Pengarang | : | Hanna Ayalon, Robert L. Linn, Carolyn Haug, David Lee Stevenson, Christopher B. Swanson, Loeb, Susanna, Hamilton Lankford, James Wyckoff |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 63-80 |
| Abstraksi Narasi | : | Using multilevel analysis on a sample of academic-track 12th graders in 1989, this article compares gender inequality in course taking of mathematics and sciences in Arab and Jewish high schools. The finding show that gender inequality is almost nonexistent in Arab schools, whereas it is very prominent in Jewish, particularly secular, schools. The differences in gender inequality are explained by the differences in the curriculum. In contrast with Jewish high schools that offer a rich curriculum, Arab schools offer few advanced courses in humanities and social sciences. Consequently, male and female students who wish to take advanced courses have to choose mathematics and sciences. The findings point to a sociological paradox; the poor curriculum of Arab high schools enhances the chances of Arab female students to be exposed to highly valued curriculum of Arab high schools enhances the chances of Arab female students to be exposed to highly valued knowledge. These findings shed an additional light on the beneficial effect that a restricted curriculum can have for members of disadvantaged groups. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 323-341 |
| Abstraksi Narasi | : | This article examines the range of eighth-grade mathematics learning oppotunities in the United States, drawing on data gathered for the Third International Mathematics and Science Study (TIMSS). Sources of variation in the provision of learning opportunities are identified, and patterns in eighth-grade mathematics course offerings are compared across schools. Comparison of students` learning opportunities includes consideration of the specific course in which they were enrolled, the type of textbook employed for the course, and the proportion of time teachers devoted to teaching specific topics. Analyses revealed a mismatch between the mathematics course title and the textbook employed in the course for nearly 30% of U.S. eighth-grade students. Course-textbook combinations demonstrated significant relationships with the time teachers devoted to specific topics and the international topics difficulty score. Some differences in mathematics learning opportunities were found on the basis of a school` location (urban, rural, suburban), size, and percentage of minority enrollment. We contend that the significant relationships found were not consistent enough to provide a satisfactory explanation for the observed variation and that individual student differences, which often provide an implicit rationale for tracking, also represent an inadequate explanation for the observed diversity in curricular opportunities. We conclude that recognizing the multiple definitions for students` classroom mathematics learning experiences is an important step in reform and policy discussions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 365-379 |
| Abstraksi Narasi | : | This note has two purposes: (1) to describe a process used to identify a rare sample of U.S. public secondary schools, those that are completely divided into smaller subunits that we call "schools-within-schools"(SWS); and (2) to provide descriptive information about the schools of that kind that we identified in our national search in Fall 1998. The procedures that we used to locate "full-model" SWS high schools in the United States involved snowball sampling and telephone interviews, in which we used a two-stage screening strategy. Although we searched extensively, we located a modest number (n=55) of full-model public SWS high schools. Beyond spelling out our methodology for locating this unusual sample, we provide descriptive information about the schools along several dimensions: their regional location, the type of communities in which they are located, the size of their school districts, how many students they serve, their racial or ethnic compositions, and the themes on the basis of which their subunits are organized. We offer tentative conclusions about the SWS reform based on our research. |
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