| Nama Pengarang | : | Laura S. Hamilton, Bradford Chaney et al, Jia Wang, William H. Clune, Allan Odden, Richard L. Warren |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 179-195 |
| Abstraksi Narasi | : | Gender differences on the NELS:88 multiple-choice and constructed-response science tests were explored through a combination of statistical analyses and interviews. Performance gaps between males and females varied across formats (multiple-choice versus constructed-response) and across items within a format. Differences were largest for items that involved visual content and called on application of knowledge commonly acquired through extracurricular activities. Large-scale surveys such as NELS:88 are widely used by researchers to study the effects of various student and school characteristics on achievement. The results of this investigation reveal the value of studying the validity of the outcome measure and suggest that conclusions about group differences and about correlates of achievement depend heavily on specific features of the items that make up the test. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 115-136 |
| Abstraksi Narasi | : | Recent federal legislation, including the 1994 Improving America`s Schools Act, has enabled broad expansion of Title I schoolwide programs to over 8,000 schools across the nation. These regulatory changes are intended to reduce the historically fragmented or categorical character of Title I programs and improve the effectiveness of entire schools rather than targeting services to meet the needs of the most disadvantaged subpopulations. Despite the dramatic increase in the number of schoolwide programs, there is little comprehensive information about them and their effectiveness relative to traditional Title I programming. This article presents a synthesis of what is know a Title I schoolwide programs, focusing on three aspects: characteristics of schoolwide program schools and districts, and evidence of the effectiveness of schoolwide program schools and districts, and evidence of the effectiveness of schoolwide of schoolwide program schools, particularly in terms of student performance. In addition to reviewing these evaluation findings, we present several cautions related to their interpretation. Finally, we suggest implications for future evaluations and discuss policy implications for school improvement. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 95-113 |
| Abstraksi Narasi | : | To examine how performance-based assessment changed mathematics teaching under conditions of moderate and low stakes, we studied middle school teachers in five districts in Maine and Maryland. Our observations suggest that the effects of state testing on teaching may be overrated by both advocates and opponents of such policies. When combined with moderately high stakes and other conditions, such assessments generate considerable activity focused on the test itself. This activity can promote certain changes, like aligning subjects taught with the test. It appears to be less sucessful, however, in changing basic instructional strategies. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 75-93 |
| Abstraksi Narasi | : | This longitudinal investigation of 23 colleges and universities sought to estimate the impacts of on -and off-campus work on standardized measures of student cognitive development across three years of colege. With controls made for student background characteristics and other experiences of college, there was little evidence to suggest that either form of work inhibited cognitive development in the first year of college. In the second year of college, on-campus work had small negative total and direct influences on science reasoning, but neither form of work inhibited students` writing skills. Both forms of work had a significant curvilinear relationship with a composite measure of end-of-third-year cognitive development consisting of reading comprehension and critical thinking. Part-time on-or off-campus work had a positive influence, but on-campus work in excees of 15 hours per week or off-campus work in excess of 20 hours per week had a negative impact. Finally, across all years of the study, the cognitive impacts of work appear to be essentially the same, irrespective of student characteristics (e.g., ethnicity, gender, age, precollege ability, full- or part-time enrollment) and whether or not the student attended a two-year or a four-year college. |
| Nama Pengarang | : | Daniel P. Mayer, Ernest T. Pascarella et al, William A. Firestone, David Mayrowetz, Janet Fairman, Stephen J. Meyer, Kenneth K. Wong |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 53-73 |
| Abstraksi Narasi | : | As almost every state attempts to reform mathematics instruction by implementing new teaching standards, state testing practices remain largely unchanged. Do these new standards undermine student performance on old tests? This question is investigated by examining whether middle and high school algebra students taught in a manner consistent with the National Council for Teachers of Mathematics Professional Standards performed differently on three standardized algebra assessments than students taught in traditional classrooms. The data come from 94 teachers, 2,369 students, and 40 schools in one of the nation`s largest school districts. Results indicate that the Standards do not undermine performance on the old tests. In fact, middle school algebra students whose teachers spent less time using the NCTM teaching approach had higher growth rates than students whose teachers spent more time using the approach. However, students with higher ability levels benefited more. The growth rates of the lowest achieving students, the high school students (who are disproportionately Black and poor), were not helped or hindered by the NCTM teaching approach. If, as other studies indicate, the new standards help students on more novel tests, the finding that students benefit or at least are not hurt on traditional tests strengthens the case for implementing the NCTM reforms. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-46 |
| Abstraksi Narasi | : | Programs that incorporate work-based learning (WBL) experiences in connection with school activities are proliferating, yet we know very little about their quality as learning experiences for young people or the costs associated with participating in them. This article examines two programs operating in the same school district, where students receive course credit for participating in WBL. One program provides unpaid internships each year of high school; the other provides paid work experience for one survey and a case study of program operations. We focus on two issues: the quality of students` work experiences in these programs and the relationship between program participation and school learning, including effects on school work and social experiences. We find that students perceive the quality of their work experiences to be very similar across the programs despite differences in the type of work infolved and in several structural features of the programs. We find that both programs have weaknesses in establishing connections between school performance, such as having time to do homework and the desire to stay in school. Our findings raise questions about the value added of WBL, given costs associated with the program design and delivery and, in some cases, with participation. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-8 |
| Abstraksi Narasi | : | The American school originated as an extension of fundamental social units: families, churches, and communities. Repeated waves of reform succeeded in fully institutionalizing public schooling, and schools came to operate under a formal system of public authority. Founded as an institution independent from state and federal control, the school has been transformed into an institution wedded to multiple layers of government--local, state, and federal. This essay explores the historical evolution of the school-state relationship, how educational reform movements of the past 30 years may undermine the alliance of school and state, and the challenges this development poses for analysts of education policy. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-29 |
| Abstraksi Narasi | : | Although a great deal of debate surrounds the level and allocation of resources to public schoold, very little research addresses how schools might organize teaching resources more effectively at the school level. This article describes case studies of five high-performing public schools that have organized professional resources in innovative ways. The study sought to detail alternative ways of deploying instructional resources in order to provide concrete alternatives to traditional organization of teachers and to quantify objectively the ways in which these schoold use resources differently depending on their instructional goals and strategies. Although the schools studied looked very different from one another, they shared six principles of resource allocation that are outlined in this article. The article develops a framework for examining the use of resources and a methodology that may be used to measure the extent to which schools use their resources in focused ways to support teaching and learning. |
| Nama Pengarang | : | Lizanne DeStefano, Cheryl Davis Bullock, Darling-Hammond, Linda, Karen Hawley Miles, Tom Loveless, Cathleen Stasz, Brewer, Dominic J. |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 47-51 |
| Abstraksi Narasi | : | This study investigated the usefulness of the 1992 TSA in reading for state-level administrators of assessment. Data regarding their perceptions about the credibility and orientation of various components of the TSA were collected (using phone interviews) from 26 state directors of assessment, or their designess, and analyzed. Additionally, data about the utility of the manner of reporting TSA results, how results are currently used and could be improved, were collected and analyzed. The following four conclusions were drawn from the study: involve the International Reading Association and more teachers, continue but modify descriptors, disseminate results quicker, make results more useful. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 354-359 |
| Abstraksi Narasi | : | The distributional pattern of federal finding allocated through the Elementary and Secondary Education Act`s Title I program was examined for all public schools in New York State. Although Title I is a major vehicle for serving the needs of poor children and redressing educational inequity, the present findings suggest that poorer school districts may be ill-served by the present law in several ways: (1) The federal Title I program is widely distributed accross New York State to 98% of school districts and to nearly 80% of all public schools; (2) regardless of the poverty rate for any given school school district (including the most affluent districts), a clear majority of schools receive Title 1 funding; (3) some of the poorest districts may be unable to use Title I to serve many of their educationally disadvantaged children when and individual school`s poverty rate falls below the intradistrict average. Implications for children in poverty are discussed with reference to the most recent reauthorization of Title I (Improving America`s Schools Act of 1994). |
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