| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 65-82 |
| Abstraksi Narasi | : | Getting teachers within school to support, substantively engage in, and sustain the implelentation of whole-school dsigns is critical to the success of the design-based assistance providers, such as New American School (NAS). As policymaker make decisions about reauthorizing Title I this year, an as they consider alternatives to previous shortcoming of Title I spending, it is important to understand the factors related to implementing whole-school restructuring efforts and early indications of their effects. The purposes and approaches of NAS and its design team are the same as those of "schoolwide" Title I programs and the Comprehensive School Reform Development program. Each intends to improve student and school performance through school adopting a unified, coherent approach rather that adding fragmented programs or investing inpersonnel ddicated to a small group of students in pull-out programs. It is ucertain whether the design have positive effects on teacher`s professioanal lives and, more importantly, the educational experiences of students. This is especially true for schools in the first few years of implementing whole-school reforms. This paper attempts to shed light on these issues with analyses of survey data from teachers and principals in 130 implementing NAS sites in eight jurisdictions. Finding reveal that teacher views of resource adequacy and communication by design to further implementation. The paper ends with a discussion of the policy implications of the analyses reported here and of the need to better understand the process of schoolwide chage. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-26 |
| Abstraksi Narasi | : | By drawing an explicit distinction between "base" and "share" effects, this study examines the potential for inconsistent resource allocation decisions to be mede at different administrative levels of school districts and schools. The work builds on the Consortium for Policy Research in education`s "What Dollars Buy " project and employs multivariate models so examine the influences of scholl district spending, wealth, poverty, and size on internal decisions about how to divide staffing resources across different areas of the curriculum. results indicate that there is more internal variation across districts in how teacher resources are distributed than is commonly supposed. The study also reveals evidence of incomsistency across levels of decision making about the supply of resources into particular areas of the curriculum. Finally, there is evidence of stronger than expected relationships between spending levels and allocations of resources into administrative uses. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 91-98 |
| Abstraksi Narasi | : | Matching fund and cost-sharing requirements are increasingly pervasive elements in federal support of academic research. Federal agencies perceive universities as receiving benefits in the form of increased reputation and intelectual property rights from the performance of federally funded research. Distributed benefits are seen as justifying distributed costs. This trend challenges the public goods rationale for federal support of academic research. Reinforcing this trend are the increases in the number of research intensive universities that induce agencies to seek what are, in effect, price discounts and induce universities to voluntarily ofter them. The responses of universities to this new bargaining environment and public policy issues are examined. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 27-39 |
| Abstraksi Narasi | : | Given the large numbers of competing proposals for improving urban schools so that students perform better, policymaker need to know budget as well as performance implications of proposed reforms. One reform group with a large constituency suggests that high schools should enroll small numbers of students, but some policymaker worry that the costs of small schools are excessive. This paper contributes to the school size policy debate by using methods and data that combine budget and performance information, with the school as the unit of analysis. With data on budgets, graduates, and characteristics of students in New York City public high schools, we estimate 4-year budgets per graduate. We find that small academic and large high school are similar in terms of budgets per graduate and that some vocational and "tranfer" high schools have the highest budgets per graduate. Because the literature on school size indicates that small high schools are more effective for monitory and poor students, the similarity in outcomes that small and large high schools produce suggests tha policymakers might do well to support the creation of more small high schools. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 83-89 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Thomas Bailey, Katherine Hughes, Tavis Barr, Kathryn A. McDermott, Leanna Stiefel et al, Irwin Feller, David H. Monk, Samid Hussain, Mark Berends |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 41-64 |
| Abstraksi Narasi | : | Work-based learning is a central component of the school-to-work. Yet, a widespread system of Work-based learning in the form of iternships or apprenticeships will need to involve thousands of employers willing to provide placements. This paper examines the issue of employer involvement in the school-to work strategy through a survey of employers participating in five shool-to-work programs and a survey of a comparison group of nonparticipating employers in those same labor markets. The motivations and potential motivations of employers are identified; the data suggest that participants are motivated by philanthropy, while firms in the nonparticipating sample indicate that they would need more bottom-line-oriented arguments to convince them to join up. we also explore the quality of work-based learning pacements provided to try to identify the relationships between the characteristics and motivations of employers and the quality of the iternships that they provide. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 385-403 |
| Abstraksi Narasi | : | Whether additional school spending translates to overall improved student learning remains unclear. One explanation for the mixed findings in the literature is the possibility that studies confound the effects of school resources with those of unobserved variables. We show that commonly used ``value-added`` models are misspecified when estimated using the National Education Longitudinal Study, which raises questions about whether previous value-added studies are umbiased. We also review a more recent literature literature that uses instrumental variables (IV) methods to address omitted variables bias. Most IV studies suggest that additional resources typically translate to (modest) gains in test scores and that the biases associated with value-added models are large enough to be of practical importance. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 417-426 |
| Abstraksi Narasi | : | Finding effective ways of increasing college and persistence requires that poposed solutions be evaluated according to how they individually and collectively interact with the broad goals of higher education. Only then is it possible to estimate the overall impact of any particular solution. This article illustrates a ``systems`` approach, based on the quality function deployment model, for examining the direct and interaction effects of multiple solutions aimed at improving access and persistence. The results of applying this approach indicate the necessity of quality and acess policies that support the entire educational system`s capacity to improve. Rather than simply more student aid, the ``high leverage`` solutions that emerge argue for improving the academic achievement of K-12 students and enhancing the quality of K-12 schools. The article concludes by outlining how researchers and stakeholder groups can jointly use an approach similar to the one we have illustrated to broaden consensus on how to improve access and persistence. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 365-383 |
| Abstraksi Narasi | : | Research on mathematics achievement has paid relatively little attention to exposure-the amount of instruction received by students and the number of courses they take. This study employs data from 6 waves of the Longitudinal Study of American Youth to discern when and why students drop out of advanced mathematics. The findings indicate that there are teo critical transitions when large proportions of students drop ot of advanced mathematics. The first is from Grade 8 to Grade 9, and at this point prior achievement plays a more important role than either attitude towards mathematics or socioeconomic status. The second transition is from Grade 11 to Grade 12, when students` attitude towards mathematics is the most important factor. The findings support calls to raise mathematics standards for graduation and to enrich the content of mathematics courses. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 405-416 |
| Abstraksi Narasi | : | Despite an emphasis in recent policy on connecting school to work, relatively little is known about how these connections are made and what they look like. In this article, we explore the relationship between community college faculty and their local labor markets. We use a unique national survey that provides the first systematic data from a large number of faculty on this issue, supplemented by case studies. We show that faculty engage in a range of relatively low-level connecting activities; stronger connections are rare. Faculty receive minimal insititutional support for such efforts. There are several important barriers to improving linkages related to faculty time and institutional structures. |
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