| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 391-404 |
| Abstraksi Narasi | : | This article describes how four Texas school districts responded to changed fiscal conditions following the implementation of reforms designed to bring greater equity to Texas school finance. Case studies in two poor districts revealed that although there were subtantial increases in funding available, very little of this this new money was spent on improvement to be core curriculum. In the two wealthy districts, one struggled to maintain current spending levels, with very few changes in priorities, while the other was able to pass a substantial property tax increase for school improvement. However, a subtantial portion of the increased funds was used to rplace lost state money |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 375-390 |
| Abstraksi Narasi | : | School finance reform in Kentucky provided significant new general purpose and categorical revenues to school districts. This analysis of comparative case studies in four high-and low-wealth Kentucky districts asks: Did expenditures increase? Did expenditure patterns change? What did reform dollars buy? In short, expenditures increased in all districts, and spending patterns changed only incrementally, with slight percentage increases directed to instruction. Reform dollars purchased instructional materials, technology, and professional development; they compensated teachers; and they funded new, state-mandated programs. Still, nonprogrammatic financial reporting masked the extent to which reform dollars supported required changes in teaching and learning. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 434-457 |
| Abstraksi Narasi | : | Within the contexts of families and school districts, we investigate the effect of parental choice of schools on social statification in education. We focus on Detroit, one of the few U>S> cities without a major choice plan (1991). Using multilevel methods to analyze data from 710 household heads in 45 Detroit-area school districts, results showed that minority and disadvantaged respondents, especially from the city, favor choice. We discuss the potential effects on the Detroit public schools of an interdistrict choice plan, suggesting that choice would further strtify an already highly inequitable distribution of social, economic, and academic resources around education in the Detroit area. We question the individualistic premise undergirding arguments favoring choice. |
| Nama Pengarang | : | Berne, Robert, The MFP Management and Facilitation Team, Valerie E. Lee, Julia B. Smith, Croninger, Robert G. , Jacob E. Adams, Jr, Lawrence O. Picus, Claire Smrekar, William A. Firestone et al, Ann Weaver Hart |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 405-421 |
| Abstraksi Narasi | : | This article explores conceptual, methodological, and empirical issues in resource allocation at the intradistrict and school levels. With increased attention focused on policies and data related to resources within districts, it is important that analytical problems and potential solutions be debated by researchers. The article deelops ways that equity concepts can apply at the school level, identifies a series of methodological issues, and includes an empirical analysis of vertical equity at the intradistrict and school levels in New York City. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 351-356 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 302-319 |
| Abstraksi Narasi | : | This article presents findings from a study of teachers` participation in decision making. Data gathered from a large metropolitan district involved in restructuring are analyzed to isolate dimensions of participation and to explore linkages between these dimensions and several outcome variables. Results indicate that participation did not improve outcomes for teachers or students and that teachers did not feel sufficiently involved in decision making was sufficient despite working in a reform district. These findings suggest that restructuring models must be reexamined to identify and remedy obstacles that inhibit the success of reform efforts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 287-301 |
| Abstraksi Narasi | : | When schools adopt shared decision making (SDM), principals` authority is limited. Nevertheless, all six principals in the SDM high schools we studied supported SDM, at least in part because they had chosen to serve in an SDM school. The three principals who were most supportive of SDM also had ambitious visions of instructional reform. After 1,5 to 2 years, the high schools in which these principals served experienced a heightened level of conflict among the faculty. In large part, the conflict was due to these principals became impatient with the participatory process and tried to promote their own versions of reform. Only a modest degree of reform was achieved, but it was more than was achieved by SDM principals without a reform agenda. Reformist principals in non-SDM high schools implemented modest reforms as well, although at the expense of suspicion and antagonism after changes were introduced. We explore the dilemmas that reformist principals face and suggest policy implications. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 320-334 |
| Abstraksi Narasi | : | In 1991, the Massachusetts legislature passed an open enrollment law permitting students to enroll in schools outside their home communities. This article describes a study of enrollment patterns under the open enrollment program as of fall 1992. The study compared certain characteristics of Massachusetts sending and receiving districts in those setting in which 20 or more school-choice students transferred from one district to another. This comparison revealed that families generally enrolled their children in the schools of communities having higher indicators of student performance and higher socioeconomic status than the districts they left. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 268-286 |
| Abstraksi Narasi | : | A major challenge facing reformers who are demanding high levels of performance from the educational system is to enable schools to make changes in the way they deliver services to create high performance. This article examines the utility of school-based management (SBM) as a means for generating school improvement and apllies a model of high involvement management, developed in the private sector, to determine what makes SBM work and under what conditions. The analysis illustrates the importance of expanding the definition of SBM to include aspects of organizational redesign, beyond the traditional boundaries of shared power, in order to create the capacity within schools to develop high performance. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 249-267 |
| Abstraksi Narasi | : | This article applies Hans Weiler`s conception of the " political utilities" of decentralization to case study data on a school district`s decision to enact site-based management. The article argues that site-based management may have considerable political utility in crisis contexts. Quite apart from its ability to improve school performance, it may bolster the district`s ability to manage conflict and maintain legitimacy. These dual utilities may be more multifaceted than the orienting precarious as well as a potent political strategy. |
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