| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 83-97 |
| Abstraksi Narasi | : | We examined whether the differences in mean scores among gender and racial/ethnic groups on science performance assessments are comparable to the differences that are typically found among these groups on traditional multiple-choice tests. To do this, several hands-on science performance assessments and other measures were administered to over 2,000 students in grades five, six, and nine as part of a field test of California`s statewide testing program. Girls tended to have higher overallmean scores than boys on the performance measures, but boys tended to score higher than girls on certain types of questionswithin a performance task. In contrast, differences in mean scores among racial/ethnic groups on one type of test (or question) were comparable to the differences among these groups on the other measures studied. Overall, the results suggest that the type of science test used is unlikely to have much effect on gender or racial/ethnic differences in scores. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 99-121 |
| Abstraksi Narasi | : | This study investigated how the organization of the mathematics curriculum in U.S. high schools affects how much students learn in that subject. The study used data on the background and academic proficiency of 3,056 high school seniors in 123 public high schools from the 1990 National Assessment of Educational Progress (NAEP) in mathematics. These data were linked with information from students` high school transcripts and with information from their high schools about courses offered during that period. To accommodate the nested structure of the data and research questions, we used Hierarchical Linear Modeling (HLM) methods, including a subroutine (HLM2PV) that simplifies the proper use of multiple plausible values estimates for NAEP proficiency scores. Results provide support for our hypothesis about curriculum constraint: Students learn more in schools that offer them a narrow curriculum composed mostly of academic courses. Difficulties in conducting school effects studies using NAEP proficiency score outcomes, particularly the procedures for estimating plausible values, are discussed. |
| Nama Pengarang | : | Eric A. Hanushek, Valerie E. Lee, Julia B. Smith, Croninger, Robert G. , Stephen P. Klein et al, Susan S. Wieler, Thomas R. Bailey, Thompson, Charles L., Spillane, James P., Jacob E. Adams, William E. White |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 141-164 |
| Abstraksi Narasi | : | The relationship between school resources and student achievement has been controversial, in large part because it calls into question a variety of traditional policy approaches. This article reviews the the available educational production literature, updating previous summaries. The close to 400 studies of student achievement demonstrate that there is not a strong or consistent relationship between student performance and school resources, at least after variations in family inputs are taken into account. These results are also reconciled with meta-analytic approaches and with other investigations on how school resources affect labor market outcomes. Simple resource policies hold little hope for improving students outcomes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-14 |
| Abstraksi Narasi | : | Estimates of the costs of including hands-on measures of science skills in large-scale assessment programs are drawn from a field trial involving more than 2,000 fifth-and sixth-grade students. These estimates include the resources needed to develop, administer, and score the tasks. They suggest that performance measures are far more expensive than typical multiple-choice tests for an equal amount of testing time, and the cost increases even further for an equally reliable score on an individual student. Because of the complexities of equipment and materials, hands-on measures in science are about three times more expensive than open-ended writing assessments. Alternative approacjes to development and administration (such as using less expensive equipment and having the tasks administered by classroom teachers rather than trained Exercise Administrators) could reduce costs by up to 50%, but these practices may reduce the quality of the data obtained. However, including performance assessments in a state`s testing program may have many positive effects, including fostering standards-based educational reform and encouraging more effective teaching methods. The challenge is to determine whether these potential benefits actually exist and if they do, how they can be realized within the budget constraints of most testing programs. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-28 |
| Abstraksi Narasi | : | Traditionally, teacher compensation has been viewed in isolation has been viewed in isolation from other components of organizational reform. This paper examines changes in the conceptualization of schooling over time using an organizational lens, and considers how compensation systems might be better designed to match alternative organizational designs. Four different organizational designs are considered: scientific management, effective schools, content-driven, and high standards/high involvement. Implications of each design are considered for the development of compensation models which better mesh with current conceptualizations of schools and teachers. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 65-82 |
| Abstraksi Narasi | : | A statewide evaluation of a school-based substance use and drug education program called California Drug. Alcohol, and Tobacco Education (DATE) was conducted from 1991 to 1994 for the State Department of Education. Researchers used multiple methods to evaluate DATE programs such as Drug Abuse Resistance Education (DARE) and Red Ribbon Weeks. Analysis of 143 field interviews with educators and administrators, and 40 student focus groups (grades 5-12) revealed that educators attempted to prevent student substance use by providing a ``no-substance-use`` message through high fear appeal; of fering rewards; and attempting to improve students` self-esteem by teaching refusal skills. Student interviews indicate program dissatisfaction and service-related cognitive dissonance. Random survey results (5,045 students in grades 7-12) showed that over 40% of California`s students were ``not at all``influenced by educators or drug education programs, 15% were influenced ``a lot`` or ``completely,``and nearly 70% described a neutral to negative affect toward educators. Regression analyses showed that survey responses did not depend on self-reported substance use, nor the number of drug programs received (among other factors). This large-scale, multi-modal evidence suggests that drug, alcohol, and tobacco education programs had no positive influence on a majority of students` substance-use decisions, and had other effects counter to those intended. This was especially true during the period when youth are faced with substance-use decisions, grades 7-12. Given the similarity of amny U.S. drug education programs, student rejection of DATE programs is significant. Results and the need for a conceptual shift in how students are viewed and educated about substances are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-43 |
| Abstraksi Narasi | : | Given state activism in education reform during the 1980s, the central questions are whether the reform movement changed over time and how each state responded differently to education policy issues. This study not only attempts to examine empirical regularities in state education policy-making using the Rasch measurement method, but also to explain interstate variation in reform activism. Measuring 50 states and calibrating 43 policies show a change in the picture of state leadership and a generalized pattern of policy-making among the states. It sheds light on the possibility of applying item response theory to policy analysis. |
| Nama Pengarang | : | Carolyn Riehl, Mark A. Byrd, Jaekyung Lee, Joel H. Brown, John A. Pollard, Marianne D''Emidio-Caston, Carolyn Kelley, Brian M. Stecher, Stephen P. Klein |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 45-64 |
| Abstraksi Narasi | : | In this study, we examine factors associated with the career move from school teaching to building-level administration, using nationally representative data on about 4,800 elementary and secondary public school teachers. Having administrative experience and a degre in administration were the most important predictors of becoming and administrator. Planning to leave teaching improved men`s chances, while family context decreased women`s chances. Overall, socialization factors-having aspirations, qualifications, and experience-were salient for both men and women. Nevertheless, the positive effects of these factors for women did not counteract other factors, including unmeasured ones, and so women`s predicted probability of becoming a school administrator remained far below that for men. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 285-307 |
| Abstraksi Narasi | : | Previous studies have indicated that students enrolled in the general math track do not take as much math and do not learn as much math as students in college-preparatory math courses (Gamoran, 1987; Oakes, 1985; Porter, 1989). State, district, and school initiatives in California and New York have been developing mechanism to address this problem of inequality by creating new transition math courses and eliminating the general math track. This study examines course-taking patterns of students in seven high schools in California and New York that have attempted to enroll lower level math students in more meaningful initial math courses. By examining students` transcripts, the success of various policy options to upgrade the math curriculum are evaluated. Our data indicate that the new transition math courses meet with partial success in providing a common curriculum to students with diverse math preparation. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 309-326 |
| Abstraksi Narasi | : | Despite the seeming wealth of Title I evaluation information, the educational effectiveness of the program has remained debatable. Inconsistent findings can be attributed to variations in evaluation methods. Nevertheless, results from key studies have contributed to a conventional wisdom concerning Title I and student achievement. In contrast to previous reviews, this study employed meta-analytic techniques to assess to overall impact of the program on achievement and to examine the effects of mediating methodological and programmatic factors. The data were derived from 17 federal studies, ranging from 1966 to 1993, from which 657 unique effect sizes were derived. Results indicated a modest overall impact of Title I. However, the mediating factors were significant predictors. After controlling for these effects, Title I effect sizes were more favorable as the program matured. This finding may be attributable to expanded federal oversight and the growing focus on program improvement that has envolved over the years. |
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