| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 143-163 |
| Abstraksi Narasi | : | While random-assignment have considerable conceptual appeal, the validity and reliability of results depends crucially on a number of design and implementation issues. This paper reviews the major experiment in class size reduction-Tennessee`s Project STAR-and puts the results in the context of existing nonexperimental evidence about class size. The nonexperimental evidence uniformly indicates no consistent improvement in achievement with class size reductions. This evidence comes from very different sources and methodologies, making the consistency of results quite striking. The experimental evidence from the STAR experiment is typically cited as providing strong support of current policy proposals to reduce class size. Detailed review of the evidence, however, uncovers a number of important design and implementation issues that suggest considerable uncertainty about the magnitude of any treatment effects. Moreover, there is reason to believe that the commonly cited results are biased upwards. Ignoring consideration of the uncertainties and possible biases in the experiment, the results show effects that are limited to very large (and expensive) reductions in kindergarten or possibly first grade class sizes. No support for smaller reductions in class size (i.e., reductions resulting in class sizes greater than 13-17 students) or for reductions in later grades is found in the STAR results. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 165-177 |
| Abstraksi Narasi | : | Wisconsin`s Student Achievement Guarantee in Education (SAGE) program was designed as a 5-year K-3 pilot project that began in the 1996-97 school year. The program requires that participating schools implement 4 interventions including reducing the pupil-teacher ratio within classrooms to 15 students per teacher. The SAGE evaluation uses a quasi-experimental, comparative change design utilizing descriptive statistics, linear regression, and hierarchical linear modeling. In addition, qualitative analyses of life in SAGE schools and classrooms are conducted. Results of the 1996-97 and 1997-98 first grade data reveal findings consistent with the Tennessee STAR class size experiment. Also, individualization emerged as a key characteristic of instruction in SAGE classrooms. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 179-192 |
| Abstraksi Narasi | : | We estrimate the operational costs of nationwide class size reduction (CSR) programs under various policy alternatives, including the specified class size, flexibility in implementation, and whether the policy is targeted toward at-risk students. Depending on the specific options chosen, the estimated costs vary from about $2 billion per year to over $11 billion per year. These estimates could be further increased by teacher salary hikes necessitated by the rapid increase in the demand for teachers that results from CSR. Policymakers considering such a policy on a large scale should question whether it is the most cost effective way of boosting student achievement. |
| Nama Pengarang | : | David Grissmer, Dominic J. Brewer et al, Alex Molnar et al, Eric A. Hanushek, Jeremy D. Finn, Charles M. Achilles, Julian R. Betts, Jamie L. Shkolnik, Jennifer King Rice, Hedges, Larry V., Barbara Nye, Konstantopoulos, Spyros , Gary W. Ritter, Robert F. Boruch |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 231-248 |
| Abstraksi Narasi | : | Where is there a school system having a sum of money with which to investigate and perfect a scheme experimentally, before putting it into general operation? And can we expect continuous and intelligent progress in school matters until the community adopts a method of procedure which is now a commonplace with every great industrial undertaking? Is not the existing method of introducing reforms into education a relic of an empirical cut-and-try method which has been abandoned in all advance a pennywise and pound foolish performance? |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 85-91 |
| Abstraksi Narasi | : | May educational policymakers in this country favor a hybrid top-down, bottom-up approach to reform, arguing that it provides for the best of both worlds-that is, guidance and accountability at the state level combined with ample room to move at the local level. There is considerable uncertainty about how best to implement such an approach, however. Should states, districts, schools, or teachers be responsible for decisions about grade-level content? If so, in what form? This study uses data gathered as part of the Third International Mathematics and Science Study to shed light on these issues. Examining how a range of decisions is made worldwide, from those relating to overall systems goals to specific pedagogical practices in the classroom, should help ground the debate about educational governance in this country. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 67-83 |
| Abstraksi Narasi | : | This article focuses on changes in student achievement in Chicago schools since the passage of the 1988 Chicago School Reform Act, and notes corresponding changes in funding, staffing, and leadership. At the center is a 5-year longitudinal study of 14 Chicago schools (10 elementary and 4 high schools) that were chosen through a stratified, random selection process. The schools were studied intensively, with particular concern for tracking the effects of changes in the governance structure of the schools resulting from the 1988 reforms. Changes in the principalship in these schools had a significant impact on achievement scores. The results of this study are linked to achievement changes that have occurred since the adoption of the 1995 amendments to the reform act that put primary responsibility for the administration of the school district in the hands of the city`s mayor. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 47-66 |
| Abstraksi Narasi | : | Teacher supply and demand issues are of critical importance as our society enters the 21st century. Over the next decade, there will be an increasing demand for new teachers-about two million-due in part to a dramatic increase in enrollments and high attrition rates as an aging teacher workforce becomes eligible for retirement. Where these teachers will come from and where they will teach is important to understand as our society faces increasing racial, ethnic, and linguistic diversity. Amid this diversity is a continuing concern that some racial-ethnic groups are disproportionately placed at risk. Thus, this article focuses on the supply and demand patterns of minority teachers, with special attention to teachers of students in high-risk districts. We analyze data on teachers from Texas between 1979 and 1996. We provide a variety of descriptive results-both univariate and multivariate-showing that while Texas has been succesful in attracting minority teachers, it has a long way to go in attaining the goal of the Texas State Board of Education: to have a teacher workforce that reflects the racial-etnic composition of the state. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-27 |
| Abstraksi Narasi | : | This article investigates teachers` mathematics practice in the context of recent national and state efforts to reform mathematics education. The authors develop a conceptual frame for examining reformers` proposals for mathematics education in classroom teaching in terms of the intersection of classroom tasks and discourse patterns with principled and procedural mathematical knowledge. Applying this framework to examine mathematics instruction in 25 classrooms, classrooms where teachers reported practices consistent with the reforms as well as familiarity and agreement with either national or state mathematics standards, the authors identify distinctly different patterns of practice in response to the reforms. Based on this analysis, the authors identify some dimensions of practice that appear more responsive to reform than others. In light of their analysis, the authors consider issues for policy analysis, policy research, and the design of policy. |
| Nama Pengarang | : | Daniel P. Mayer, Spillane, James P., John S. Zeuli, Sheila Nataraj Kirby, Mark Berends, Scott Naftel, G. Alfred Hess, Richard S. Prawat, William H. Schmidt |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-45 |
| Abstraksi Narasi | : | Policymakers` new interest in reforming teaching has created a demand for accurate data on instructional practice. Most such data come from teacher surveys, although the accuracy of these surveys in assessing practice is virtually unknown. This exploratory study examines the reliability and validity of using a survey to gauge the percentage of time that algebra teachers use practices that are consistent with professional standards for teaching mathematics. A 13-item composite measuring the frequency with which teachers use these practices had a test-retest reliability of .69 based on two waves of survey data collected four months apart. In addition, there was a.85 correlation between a composite based on survey data and a parallel composite based on classroom observations. Both sets of results suggest that the composite is quite reliable, and the second set of results suggests that it has some validity. This composite fails, however, to capture the quality with which teachers engage in reform practices. In addition, the results indicate that teachers do not reliably report how much time they spend using one practice or another. This suggests that the trend of presenting individual indicators, rather than composite indicators, in state and national reports may be misguided. More research should be done to improve the reliability and validity of both. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 229-251 |
| Abstraksi Narasi | : | This article provides a summary of the results of the first five years of the Milwaukee Parental Choice Program, which was the first program in the United States to allow students to attend private schools with public vouchers. I begin with a brief discussion of the theoretical and research issues. Following a description of the initial program and subsequent changes, I outline who participated in the program--including characteristics of students and families and schools. I then describe the results in terms of the effects on families, student outcomes, and schools. I conclude with a discussion of the implications for this type of program and more open-ended voucher programs. For those holding extreme positions on this controversial issue, there will be both ammunition and frustration, for the results contain both positive and negative elements. The quality of both the public and private schools and therefore student outcomes vary within and between schools, and that variance is more extreme than in middle-class or wealthy communities. Some schools are excellent, and families fight to get in them and stay in them. Some are so communities. Some schools are excellent, and families fight to get in them and stay in them. Some are so bad that they fail and, if they are private, cease to exist--often in mid-year. The general results of the voucher program follow that pattern: Some results are clearly positive, some can be interpreted either way, and others are negative. |
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