| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 299-311 |
| Abstraksi Narasi | : | Research shows that employers are dissatisfied with their ability to hire good workers out of high school (Barton, 1990; Cappelli & Rogovsky, 1993). This article considers whether employers could benefit from using high school grades to identify workers whom they will value more in the long run. Using the High School and Beyond data on the sophomore cohort, this article examines the effects of high school grades on long-term productivity as measured by earnings. It finds that high school grades do have a strong and significant effect on earnings 9 years after high school for both men and women, those with and without bachelor`s degrees, and controlling for race/ethnicity, SES, region of the country, and whether the school is public or private. Using a fixed-effects model, it also demonstrates that these findings are robust even after controlling for school-level differences. The article further confirms other researchers` finding of no or negative short-term effects of high school grades on earnings. It argues that this connection between grades and long-run productivity suggests that employers could use high school graduates` grades to identify workers they will value. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 285-297 |
| Abstraksi Narasi | : | In reviewing educational trends in Japan during the post-World War II era, the authors found that current national data sets do not contain questions about family background or rank of school attended that are detailed enough to permit a significant analysis of the impact of family background on educational attainment. Given Japan`s stature in the current community of nations, the continued government aversion to collecting family income or educational background data, along with precise data on rank of school attended and/or types of cram school, appears negligent. The authors discuss both cultural and political reasons that may create a reluctance to collect such data. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 253-267 |
| Abstraksi Narasi | : | This article considers social and ethic inequality in access to resources for mathematics learning in eighth grade: favorable school disciplinary climate, advanced course offerings, teacher subject-matter preparation, and emphasis on reasoning during classroom discourse. Data are from 41 states and territories participating in the 1992 Trial State Assessment (TSA) of the National Assessment of Educational Progress (NAEP). Socially advantaged students typically had greater access to these resources than did socially disadvantaged students. Access also depended on student ethnicity. However, the degree of so social and ethnic inequality in access varied significantly across states. New methods for assessing and displaying state-to state variation in social and ethnic inequality are illustrated. We argue that "report cards" displaying state differences in student proficiency are, by themselves, misleading; state differences in access to key educational resources provide an important supplement. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 269-283 |
| Abstraksi Narasi | : | This study relates various types of educational spending to mean mathematics achievement and its social distribution among students. A nationally representative database of 7,217 12th graders was developed by linking the 1992 National Assessment of Educational Progress in mathematics to the U.S. Common Core of Data and the School District Data Book. Through applying hierarchical linear modeling to the database, the study found that spending on instruction and capital expenditures, while not related to mean achievement levels, were related to differences in achievement between SES groups; lower spending levels are associated with greater achievement gaps within schools. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 316-319 |
| Abstraksi Narasi | : | This rejoinder is a response to the three Ballou critiques. It argues that Ballou offered some interesting and creative ideas to check the quality of the data set, but gave no conclusive evidence to demonstrate that the findings are invalid. Further analyses of the data set are discussed. |
| Nama Pengarang | : | Dale Ballou, Jianping Shen, Harold Wenglinsky, Raudenbush, Stephen W., Yuk Fai Cheong, Randall P. Fotiu, Rohlen, Thomas P., Gerald K. LeTendre, Kangmin Zeng, Shazia Rafiullah Miller, John F. Witte |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 313-315 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 217-226 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 157-177 |
| Abstraksi Narasi | : | This article argues that traditional school finance systems are aging structures in need of dramatic change to make them more supportive of the goals and strategies of standards- and school-based education reform. This article reviews the shortcomings of current finance structures, provides several suggestions for changing school finance structures, including a shift from fiscal equity toward educational adequacy, and also suggests several performance enhancement elements that could enhance such new school finance systems. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 137-156 |
| Abstraksi Narasi | : | This study investigated the relationship between students` opportunity to learn (OTL) and their science achievement. The data are of 623 8th-graders enrolled in five public schools in Los Angeles, California. Heirarchical linear modeling was used to analyze OTL variables at two levels of instructional processes: the classroom level and the student level. Students` science test scores are based on a based on a written test and a hands-on test. OTL effects on these two test scores were students` general ability level, ethnicity, and gender were controlled. The OTL effects varied by test format (written test and hands-on test). Content exposure was the most significant predictor of the hands-on test scores, and quality of instructional delivery was the most significant predictor of the hands-on test scores. In conclusion, OTL variables are not unitary constructs; they are multidimensional, and different dimensions of OTL should be measured simultaneously to properly document the OTL-achievement relation. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 197-215 |
| Abstraksi Narasi | : | Study Support Services (SSS) is one largest federal TRIO programs designed to help disadvantaged students stay in and complete college. Through a longitudinal study of participants and comparable nonparticipants, we examined the impact of SSS on retention.Data were collected through student questionnaires, institutional and program data, and students` postsecondary transcripts. We found that SSS has a positive impact for all three measures of retention that were used, but the impact varied depending on which services students used and how much they participated. The results confirm that retention programs should address both academic and social integration on campus. |
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