| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 62-82 |
| Abstraksi Narasi | : | This study investigates the relationship between preschool experience and the quality of schools subsequently attended as young adolescents. In particular, we differentiate the characteristics of middle-grade schools attended by eighth graders who earlier experienced Head Start, other preschool programs, or did not attend preschool. School quality is defined in terms of social composition, academic rigor, safety, and social relations. After accounting for family background and demographics, we find that former Head Start attendees are educated in middlegrade schools of significantly lower quality than their counterparts who did not attend preschool, and particularly compared to peers who attended other preschools. No matter how beneficial Head Start was initially for its young participants, such benefits are structurally undermined if students are subsequently exposed to schooling of systematically lower quality. The low quality of middle-grade schools attended by former Head Start participants explains, in part, why Head Start effects fade over time. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 39-61 |
| Abstraksi Narasi | : | This article summarizes the educational rights of homeless children and youth afforded by the Stewart B. McKinney Homeless Assistance Act. It also describes the educational problems they confront, including academic underachievement and poor school attendance. Factors that exacerbate these outcomes of homelessnes are delineated: barriers to accessing schooling and appropriate services; multiple movements between school clothes and supplies. The extent to which existing laws adequately address identified needs, problems, and barriers. The extent to which existing laws adequately address identified needs, problems, and barriers is discussed. Gabs in policies and practices are identified and recommendations for social policy changes presented. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 113-131 |
| Abstraksi Narasi | : | Proposals for national assessments of educational performance provide opprtunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U.S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refudethis, but contend that indicator data should be anallized and reported also that state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts` programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessment if it is to produce useful social indicators. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-22 |
| Abstraksi Narasi | : | School choice advocates maintain that parents who choose their schools will be involved. This study asks: (a) What are the characteristics of families who prefer different types of choice arrangements and what are their reasons for choosing? (b) How are parents involved in their children`s education under different types of choice arrangements? (c) How do schools respond to parents under different types of choice arrangements? Findings reveal that religion, income, and ethnicity are important in understanding parents` reasons for school choice and that school type is a major factor in understanding the relationships between parent involvement and school responsiveness. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 97-112 |
| Abstraksi Narasi | : | When New Jersey passed the Quality Education Act to equalize expenditures between rich and poor school districts, it increased regulatory oversight of its 30 poorest districts. This article describes that oversight system and the additional burdens it created for those districts. It also explores the political context that contributed to new regulation and the past abuses that it was expected to correct.The article concludes that the new system was moderately effective in improving the performance of those districts. However, it questions the use of an input criterion rather than performance of those districts. However, it questions the use of an input criterion rather than performance for determining which districts should undergo oversight. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 23-38 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Ernest Pascarella et al, Gary Wehlage, Julie A. White, William A. Firestone, Brianna Nagle, Ellen B. Goldring, Patricia A. Bauch, J. Douglas Willms, Alan C. Kerckhoff, Yvonne Rafferty, Valerie E. Lee, Loeb, Susanna |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 83-96 |
| Abstraksi Narasi | : | This study investigated the freshman-year cognitive impacts of five 2-year and six 4-year colleges drawn from all sections of the United States. Controlling for individual precollege ability, there was ageneral parity between 2-year and 4-year college students on end-of-freshman year reading comprehension, mathematics, critical thinking, and composite achievement. This general parity, however, masked conditional effects based on gender and ethnicity. Men benefited cognitively more from 2-year colleges, whereas women realized greater cognitive returns from 4-year colleges. Non-White students benefited more from a 2-year college, whereas the reverse was true for their counterparts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 458-473 |
| Abstraksi Narasi | : | Although school reform policies often aim to recruit and retain talented and high-achieving teachers, little systemaic investigation of the impacts of work redesign on teachers` turnover decisions exists. The impacts of varied teacher work and career icentives, therefore, remain uncertain, particularly as the best teachers. This article presents the policy implicatons of studies of teachers` responses to features of wrk redesign as they related to future career choice decisions, teacher labor maket, and teacheeeer supply in specific target areas. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 359-373 |
| Abstraksi Narasi | : | Passage of New Jersey`s school finance reform law raised questions about whether it would equalize funding between rich and poor districts, whether poor districts would waste their increases, and whether equalization would impair richer districts. budgetary and interview data from 11 districts of varying wealth suggest that in the first year the law only modestly increased fiscal equality. Poor districts used new funds to improve other programs and the material educational environment. Wealthier districts experienced only minor cuts, which resulted as much from residents` unwillingness to tax themselves to the level allowed by the state as from reduced state funds. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 422-433 |
| Abstraksi Narasi | : | States and local communities have responded to the urgent demand for better coordinated services by creating organizational linkages across schools and human service agencies. In the rush to promote schools as the linchpin for this policy proposal, however, critical issues related to the nature of interactions between families and schools have been mostly ignored by policy makers and educators. This study of the Kentucky Family Resource Centers explores the effect of family-school interactions on school-linked service programs. The findings suggest the need to connect the dialogue on integrated services to the impulses of reform in school-family community network. |
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