| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 325-338 |
| Abstraksi Narasi | : | Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of ``transition`` math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses-Math A in California and Stretch Regents and UCSMP Math in New York-allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are judged a partial succes in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 339-353 |
| Abstraksi Narasi | : | This article examines the deteriorating status of the humanities and social sciences versus mathematics and the sciences in the curriculum of Israeli high schools. We examine this tendency by conducting a multi-level analysis of the effect of school and individual characteristics on inequality in curriculum specialization on a sample of academic-track 12th-graders in 1989. The main findings are (a) more able students, males, and members of the priviliged Jewish ethnic group in Israel tend to specialize in mathematics and the sciences, and (b) students` characteristics are the major determinant of course-taking in mathematics and the sciences, whereas school policy is central regarding the humanities and social sciences. The article discusses social implications of the findings. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-299 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 360-372 |
| Abstraksi Narasi | : | Although rural communities have pressing needs for educated youth, rural schools are criticized for training students with urban-oriented labor skills that facilitate rural-to-urban migration. Some analysts see such schooling contributing to the community`s decline. Educators and policymakers concerned about rural areas need to know what kind of school programs help retain educated youth in rural areas. Research on the comparative effectiveness of different curriculum programs in retaining youth in the community can inform the program development for rural schools. This report presents a study that addressed the issue wiith data from a national longitudinal study, the High School and Beyond (HS&B) of the National Center for Education Statistics. With two-level hierarchical logit modeling that decomposed the variance into school-and individual levels components, we examined the post-school outmigration pattern in connection with students` coursework (at the individual level) and curriculum program enrollment (at the school level) We focused on the effects on outmigration of the academic program and the vocational program measured at the two levels, adjusting for the effects of the local labor market condition and student sociodemographic background and test scores. We also introduced interaction terms to determine the specific effects of curriculum on rural school average outmigration. The results revealed that, controlling for the effects of local labor market and student background and academic achievement, outmigration was positively related to schools` emphasis on academic programs and students` high credits in the academic curriculum. To clarify the possible confounding relationship between outmigration and college attendance, we further analyzed data of youth that had not gone to college four years after high school. Essentially, the same pattern was found among this subsample of noncollege-goers. Implications for curriculum development were suggested based on the results and other perspectives regarding curriculum reform. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 301-308 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 309-317 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Mun C. Tsang, Jennifer King Rice, Eric A. Hanushek, Gary G. Huang et al, James S. Catterall, Hanna Ayalon, Yogev, Abraham, Adam Gamoran ...[et al.], Paul H. Carmichael |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 318-324 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 165-184 |
| Abstraksi Narasi | : | This study examines the equity consequence of school finance policy changes in Kentucky. It incorporates traditional school finance concerns regarding equity targets, objects, principles, and statistics. It utilizes adjustments for for district economies of scale and interdistrict price differences. Findings indicate that Kentucky experienced marked improvement in equity as a result of school finance reform, including a narrower dispersion of pupil revenue and greater fiscal neutrality. Equity improvements resulted from policy changes that effectively addressed disequalizing attributes of the pre-reform state aid formula. Manipulating this formula further could produce additional marginal gains in system equity but at substantial cost. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 185-203 |
| Abstraksi Narasi | : | In This article, the authors argue that the notion of local capacity needs to be rethought in light of the extraordinary demands for learning imposed on local educators by the current wave of instructional reforms. Confining their discussion to the local education agency (LEA), the authors argue that the LEA`s capacity to support ambitious instruction consists to a large degree of LEA leaders` ability to learn new ideas from external policy and professional sources and to help others within the district learn these ideas. Drawing on a study of nine school districts, they identify three interrelated dimensions of this capacity-human capital, social capital, and financial resources. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 123-140 |
| Abstraksi Narasi | : | This article uses a case study of the internship program at LaGuardia Community College in New York City to explore the crucial issue of employer participation in work-based learning programs. Using a unique data set that includes information on over 17,000 internship placements occuring between 1984 and 1995, we explore how the nature and goals of the program have changed in response to the difficulties encountered in recruiting and retaining employer participants. A primary conclusion is that the program has shifted its focus from occupational training to career exploration and the acquisition of generic workplace skills. |
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