| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 213-239 |
| Abstraksi Narasi | : | This paper asseses the relative effectiveness and efficiency of private and public schools in Chile, where the military goverenment implemented a national voucher plan in 1980. Non-religious voucher schools (accounting for two-thirds of primary enrollments in all private voucher schools) are marginally less effective than public schools in producing academic achievement in the fourth grade; at best, they are similarly effective. Catholic voucher schools are somewhat more effective than public schools. Nevertheless, non-religious schools are more efficient, by virtue of producing academic achievement at a lower cost. The difference is probably attributable to lower teacher wages and constraints on public school resource allocation. The relative efficiency of public and catholic schools is similar. We tentatively conclude that the case for shifting public resources to privately run school is mixed (although a comprehensive evaluation would require evidence not provided by this research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 273-298 |
| Abstraksi Narasi | : | An International debate over student employment turns on the question of whether work generally helps or harm children`s development. This article focuses on two indicators of child development that are goals in all education system: math and science achievement. After reviewing the major theoretical perspectives on school achievement and empl, we employment, we propose a general frameworkj for anallyzing their relationship. We then present the results of our cross-national study. From the U.S., we use cross-sectional and longitudinal NELS data. In the U.S. and in 22 other nations, we use cross-sectional TIMSS data to examinem the effects of after-school work during the eighth grade. Our finding from each investigation are consistent: For boys, and to a lesser extent for girls, there are negative effects on math and science achievement that are associated with adolescent employment, even after controlling for family background and, in the NELS, after controlling for prior achievement. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 299-311 |
| Abstraksi Narasi | : | This article provides on the effects of Catholic high schools on the total hours of homework students do. Estimates are undertaken for white and minority students, adjusting for selectivity bias. It is shown that Catholic high schools have either no effect or a very modest positive effect on hours of homework done by White students. For minority students, Catholic schools have a relatively large positive effect on the amount of time spent doing homework. It is also shown that one of the ways that Catholic high schools increase minority test scores is through homework. A Catholic school effect on test scores of White Students was not fond. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 255-272 |
| Abstraksi Narasi | : | Students with disabilities are increasingly being included in large-scale, high stakes testing programs, despite a lack of evidence regarding the validity of scores from many tests for these students. This study examines Kentucky`s efforts to include students with disabilities in its statewide assessment. We explore the level of inclusion achieved, the kinds of assessment accommodations offered, the performance of students with disabilities, and the relationships between performance and the use of accommodation on both multiple-choice and open-response formats. Results indicate that most students were included in the assessment, but that the scores obtained by some students may not be trustworthy due to inappropriate use of accommodations. We discuss the implications of these results for research and policy. |
| Nama Pengarang | : | Adam Gamoran, Eileen C. Hannigan, Daniel Koretz, Laura Hamilton, William Sander, David Post, Suet-ling Pong, Martin Carnoy, Patrick J. McEwan |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 241-254 |
| Abstraksi Narasi | : | Both the research literature and the experiences of many educators indicate that unequal acces to academic curricula produces inequities in student learning of mathematics. "Algebra for everyone" has become a popular slogan of reform in response to these ineqqualities. Do all students benefit from taking algebra, regardless of their prior math performance? If so, then systems that track students away from algebra are preventing students from realizing their potential for learning. This study uses national survey data to examine the impact of high school algebra among students who differ in their math skills prior to entering high school. Regression analysis with over 12,500 students indicates that all students benefit from taking algebra; among those with very low prior achievement, the benefits are somewhat smaller, but algebra is still worthwile for all students. These results do not derive from unwarranted extrapolation, and they are not an artifact of ceiling effects. The analysis suggests that a given student who has not taken algebra would have achieved more by doing so, but it does not say what would happen if the whole system were changed to include all students in high school algebra. However, additional analysis indicates that students gain no less from algebra when their schools include more diverse populations of algebra-takers, compared to schools with more homogeneous populations of students taking algebra. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 147-171 |
| Abstraksi Narasi | : | This paper investigates how enrollment size influences two organizational features of schools: curriculum and social relaions. We interview teachers, principals, guidance counselors, and students in six public high school (large and small schools in urban, suburban, and rural locations) and three schools of choise: two Catholic schools (one large, one small) and a small public school. All school members saw size as important. In small schools, students head counts translated directly into revenue that "bought" faculty and facilities. In large schools, members worried about anonymity. Social relations were more personal in the small high school, although sometimes to students`detriment. Curriculum offerings in the small public schools, necessarily modest, were targeted toward the middle of the ability dstribution. Although students in the large and small public schools were free to choose among a broad array of courses, the Catholic high schools offered a mostly academic curriculum to all students. Policy issues, especially about making schools smaller and basing the high school curriculum on a full "student choise model," are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 193-210 |
| Abstraksi Narasi | : | This article describes how school decentralization and restructuring policy in Israel is viewed by principals of autonomous schools. Like many western countries, the Israeli school system is going through reforms that include decentralization polisies and school empowerment. Autonomous schools (Israel`s version of restructuring) are the center of decentralization policy. In Israel, unlike some other countries, decentralization is characterized by informal changes, seldom accompanied by legislation, and therefore not followed by open public debate. This paper presents the results of a qualitative study among 50 principals of autonomous schools in Israel that explored the principals` insights or "mindscapes" (Sergiovann, 1995) concerning decentralization and resructuring policy Israel. The findings shed light on the possibitities and hardships that these principals face and on the complexity of implementing decentralization policies. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 173-191 |
| Abstraksi Narasi | : | Can educational mechanisms lower social tension and help achieve social cohesion? If so, how are these mechanisms defined and measured? What is the experience to date with the social utility of education mechanisms? How can one differentiate between an aducation system that is doing a poor job? In this paper, I attempt to respond to these questions by (a) briefly reviewing some concepts of institutional and organizational economics so that the economic implications of education`s social cohesion functions can be more clear, (b) reviewing the origins of public schooling so that the reader may place today`s educational challenges in historical context,(c) reviewing the anecdotal and field experience to date in the European and Central Asian (ECA) region in meeting the challenges of social cohesion, and (d) drawing some comparisons between the social cohesion performance of education system in the ECA region and that of the U.S. In sum, I argue that social cohesion has significant economic benefits; that since its invention in the 17th century., public education has been one of the main contributions to social cohesion in the west; but that countries of the ECA region are having a difficult time replicating the western education experience. In fact, when compared to other parts of the world, the U.S. school system seems to perform rather well with respect to its social cohesion functions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 129-145 |
| Abstraksi Narasi | : | We emperically test how 12th-grade students of teachers with probationary certification, emergency relative certification, private school certification, or no certification in their subject area compare relative to students of teacher who have standard certification in their subject area. we also determine whether specific sate-by-state differences in teacher licensure requirements systematically affect student achievement. In Mathematics, we find teachers who have a standard certification have a statistically significant positive impact on student test scores relative to teacher who either hold private school cerification or are not certified in their subject area. Contrary to conventional wisdom, mathematics and science students who have teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials. |
| Nama Pengarang | : | Roslyn Arlin Mickelson, Stephen Samuel Smith, Brewer, Dominic J., Dan D. Goldhaber, Stephen P. Heyneman, Ellen B. Goldring, Dan Gibton, Naama Sabar, Valerie E. Lee et al |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101-127 |
| Abstraksi Narasi | : | In the early 1990s, the Charlotte-Mecklenburg school system (CMS) began a sweeping pogram of school reform that involved revamped standards, a comprehensive system of benchmark goals, increased autonomy for principals, and a high-stakes accountability system. This program has been lauded in prestigious education journals, praised by reform advocates in business and goverenment, and cited as a model in a recently published handbook of school reform. Such national publicity notwithstanding, there has been no systematic invesgation of the effects of CMS`s program on academic outcomes. This article provides such an assessment by comparing CMS`s progress in improving outcomes or both Black and White students with that of two other North Carolina urban districts and the state itself. With the exception of some outcomes for Advanced Placement (AP) and other higher level courses, we find no evidence that CMS`s program improved academic outcomes. Trends in CMS`s dropout rate-one of North Carolina`s highest-generally paralleled those of the controls as did trends in SAT scores and proficiency in core high school courses. Moreover, CMS`s progress in improving reading and math proficiency in Grade 3-8 lagged behind the controls`. Finally, racial imbalance in CMS increased during this time period. The many shortfalls of CMS`s program raise questions whose answers will further the national dialogue about school and the role of standards, accountability, and assessment in such reform. |
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