| Nama Pengarang | : | Kennedy, Mary M., Brewer, Dominic J., Maryann Jacobi Gray, Ma, Xin, J. Douglas Willms, Hansen, W. Lee, Jacob O. Stampen, Jens Ludwig, Laurie J. Bassi |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 345-363 |
| Abstraksi Narasi | : | Education policy researchers rely on a wide range of outcomes to gauge the influence of policies. Some times they use standardized achievement tests, and at other times they use classroom observations, teacher reports, or standardized or open-ended teacher interviews. Often, these different data collection devices are used to draw inferences about the intellectual quality of classroom events and, in turn, the quality of student learning. The purpose of this article is to examine and compare these various outcomes in terms of their potential to inform policymakers about policy influences on student outcomes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-320 |
| Abstraksi Narasi | : | To determine the factors contributing to the widely reported increase in average undergraduate grades, data were analyzed from students from two different time periods: 22,792 students in the mid-1980s and 29,464 in the mid-1990s. After controlling for student background characteristics and institutional characteristics, it appears that undergraduate grades increased across different types of institutions and major fields, but the increases were not of the same magnitude or ude to the same factors. Evidence of grade inflation was found only at research universities and selective liberal arts colleges, while grade deflation occurred at general liberal arts colleges and comprehensive colleges and universities and in the humanities and social sciences. Also contributing to the increase in grades were changes in student characteristics and subtle adjustments in grading reward structures at all institutional types and for all major field clusters. In general, grading reward structures favored White students, female students, and upper-division students. Equally important, students` academic effort was rewarded consistently across time at all institutions and major fields, with students who invested more time and effort in their studies reporting higher grades. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 321-343 |
| Abstraksi Narasi | : | This paper presents findings from a 2 1/2-year study that focused primarily on two `` I Have a Dream`` (IHAD) programs. To better comprehend the implications of bringing this youth development strategy model to scale, we also collected more limited interview, focus group, and student performance data from the 10 other IHAD sites in Chicago. Each IHAD sponsor ``adopts`` an entire sixth grade class and together with a project coordinator provides these students long-term financial, academic, and social support with the hope that they will graduate from high school and attend college. Because IHAD sponsors ``adopted`` all of the sixth graders at a given school, we compared their graduation rate with the graduation rates of students who were in the sixth grade at the school the previous year. We found that the two IHAD programs were enormously successful. Their graduation rates (71% and 34%). This study examines the programmatic features of IHAD the appear most responsible for its success and the implications for policy and practice. From a theoretical standpoint, our analysis of these cases focuses on the significance of differing forms of social capital (social trust, social networks, and social norms with effective sanctions) in enabling meaningful support of youth in inner-city contexts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 249-269 |
| Abstraksi Narasi | : | Is placement in special education during the elementary grades associated with higher school performance? To shed light on this question, we investigated the relationship between participation in special education programs during Grades 1-6 and school achievement among 1,234 low-income children participating in the Chicago Longitudinal Study. About 15% of the study sample received special education services (half in learning disabilities and half in other disabilities), 22% were retained in grade, and 50% changed schools more than once over the elementary grades. Controlling for school achievement prior to placement in special education, as well as for family background, school experiences, and school attributes, children receiving special education services had lower reading and math achievement scores than other children, especially during Grades 4-6. Children with learning disabilities benefited less from special education services than did children with other disabilities. Grade retention and school mobility during the primary grades were associated with significantly lower reading and math achievement above and beyond prior achievement and other factors. Continued scurity of special education services and retention practices, at least as they currently exist in large cities, may benefit children with learning difficulties. |
| Nama Pengarang | : | Mintrop, Heinrich , Arthur J. Reynolds, Barbara Wolfe, Joseph Kahne, Kim Bailey, George D. Kuh, Shouping Hu |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 271-296 |
| Abstraksi Narasi | : | This article tries to make the German experience with large-scale systemic reform fruitful for an American audience. The effect of state policies in the areas of tracking, content, and pedagogy on the faculties of eight secondary schools is investigated. Teachers forcefully adjusted beliefs to the new tracking structure, but not necessarily teaching standards. Teachers remained committed to canonical views of subject matter despite the recent dismantling of old ``truths.`` Strong, but less desired, change in textbooks and content contrasts with weak, but more desired, change in instructional methods. Policy responses are interpreted with three frames of reference (institution, self, teachers` students). Inconsistencies between these frames is the rule, but when they overlap, change can be forceful. The author concludes that successful systemic policies may not be those that are inherently aligned packages, but those that align the frames of reference teachers use to make sense of policies. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 111-125 |
| Abstraksi Narasi | : | The randomized experiment known as Project STAR examplifies the type of high quality research neededto systematically evaluate programs and reforms in education. As a result, it is instructive to examine the origins of Tennessee`s STAR and derive lessons for educational research. This article explores the initiation of Project STAR and asks what was unique about Tennessee in the mid-1980s that fostered the development of this exemplary educational experiment. After investigating the story of STAR by analyzing the legal proceedings and conducting interviews with key actors, we found that this groundbreaking project resulted from the serendipitous connection between the research world and the political world. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 127-142 |
| Abstraksi Narasi | : | Reduction of class sizeto increase academic achievement is a policy option that is currently of great interest. Although the results of small-scale randomized experiments and some interpretations of large-scale econometric studies point to positive effects of small classes, the evidence has been seen by some scholars as ambiguous. Project STAR in Tennessee, a4-year, large-scale randomized experiment on the effects of class size, provided persuasive evidence that small classes had immediate effects on academic achievement. However, it was not clear whether these effects would persist over time as the children returned to classes of regular size or would fade, as have the effects of most other early education interventions. This article reports analyses of a 5-year follow-up of the students in that experiment. The analyses described here suggest that class size effects persist for at least 5 years and remain large enough to be important for educational policy. Thus, small classes in early grades appear to have lasting benefits. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 215-229 |
| Abstraksi Narasi | : | This study estimated the impact of class size on instructional practices and the use of time in high school mathematics and science courses. More specifically, the analysis examined the influence of class size on two categories of variables that measure the use of time: (a) time devoted to instruction (e.g., working with small groups, using innovative instructional practices, leading whole-group discussion, amount of homework assigned) and (b) time committed to noninstructional activities (e.g.,conducting administrative tasks, maintaining order). The analysis also explored the influence of other factors such as characteristics of the class and the teacher. Findings revealed that class size has an impact on the use of class time, both instructional and nonistructional. The effect varied by subject area, type of student, and amount of time teachers spend planning for class. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 193-213 |
| Abstraksi Narasi | : | This paper tests whether variations in class size cause teachers to alter their teaching methods. Examination of 2,170 math classes suggests that when class size is reduced, teachers do not spend more time on new material, nor do they finish more of the assigned textbook. Rather, teachers shift time away from group instruction and towards individual instruction. Time spent on student discipline and routine administration declines modestly, while time spent on review rises. Even large reductions in class size shift teachers` time allocation by only a few percentage points. Teachers react more strongly to class size changes when teaching below-average students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 97-109 |
| Abstraksi Narasi | : | After years of debate, speculation, and research, Tennessee`s Project STAR produced clear answers to the question, ``Do small classes result in improved academic achievement in the elementary grades?`` This article describes the features that made STAR unique and summarizes the findings with regard to pupil performance and behavior. New analyses show the magnitudes of the ``small-class advantage`` during and after the 4-year experimental period. The positive findings of STAR have been greeted with enthusiasm by the education community and are providing impetus for class size reduction (CSR) efforts in many districts. At the same time, some detrsctors continue to oppose the idea. Although they usually do not take issue with the strength of the STAR design, they disagree that the findings warrant CSR initiatives in most cases. This article examines those arguments critically. Finally, recommendations are offered for policymakers, education practitioners, and researchers for using the inforation learned to date about the relationship of class size with students` academic achievement. |
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