| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-19 |
| Abstraksi Narasi | : | This article provides cost comparisons of three comprehensive models aimed at bringing at-risk students to grade level during their elementary scool years: Robert Slavin`s success for all schools, Henry Levin`s Accelerated schools, and James Comer`s School Development Program. Although the models share common goals, they use different approaches that have implications for program costs. The first part of the article examines the major concepts underlying each of these reform models. The second section uses a cost analysis to evaluate the three alternatives. The cost estimated developed show the Slavin model to be the most costly in additional expenditures and the Levin model to be the most costly in additinal time requirements placed on existing school staff. Comer`s model ranks second in the above categories and leads in additional time requirements for parents. The article concludes with a discussion of policy implications, focusing on the variation of program costs among implementation sites. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 51-66 |
| Abstraksi Narasi | : | This article analyzes the effects of federal compensatory education policy on the capacity of schools to deliver high-quality services to poor children who have benefited only marginally from schooling. A major focus is federal assessment of Chapter 1 programs and how such assessment practices shape the organizational capacity of schools. Current assessment practices focus on student outcomes, thereby ignoring the inchoate mass of organizational variables that shapes the quality of instructional practices and student achievement. This article examines the policy history of Chapter 1 evaluation, particularly as evaluation relates to school improvement. In then proposes alternatives to current practice that focus on efforts to move evaluation from instantaneous and often misleading snapshots of performance to evaluation that informs federal policymakers of their ability to shape institutional competence and organizational capacity. While, as a practical and political matter, Chapter 1 assessment will continue to focus on individual student achievement, that assessment should be supplemented by evaluation that focuses on the capacity of Chapter 1 to shape the quality of educational practice in schools. Finally, the article proposes several conceptual models of organizational asessment that foster practices aligned with institutional capacity building. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101-111 |
| Abstraksi Narasi | : | In the discussion of privatization of public education, there is little evidence on how competition among schools affects program quality. Jewish supplementary schooling is one network in which parents have total freedom to select the school of their choice. This article examines the dynamics of competition among four such programs during a 5-year period. Some competitive strategies reduced program demands, but others reinforced quality, though that term is problematic in this setting. The least intensive, least expensive program did not undercut the other programs in the long run, but did spur innovation. Further study of the dynamics of parental choice is warranted, focusing on denominational afiliation, cost, convenience, social factors, and quality. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-39 |
| Abstraksi Narasi | : | High school mathematics and social studies teachers were studied to determine the influence of curriculum control policies on their sence of autonomy and job satisfaction. control policiees were found to have their largest effects on content decisions in mathematics. Nevertheless, teachers in all conditions studied reported relatively high degress of personal control over both content and pedagogy. further, ther was little evidence that teachers felt less efficacious or satisfied about their jobs because of curriculum policy constraints. |
| Nama Pengarang | : | Marji Erickson Walfield, Porter, Andrew C., Douglas A. Archbald, David Resnick, Thomas Timar, Jennifer A. King, Anthony S. Bryk, Michael H. Seltzer, Ken A. Frank, Patricia Gandara, Judy Fish |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 87-99 |
| Abstraksi Narasi | : | This article presents the results of a cost-effectiveness analysis of early intervention services in Massachusetts. The findings that (for a $1,000 investment) children demonstrate different levels of improvement in adaptive behavior and child-mother interaction depending on the severity of their disability and their age of entry into early intervention. Estimates of the number of service hours required to produce maximum gains also varied by outcome measure and child characteristics. comparisons were made between these estimates and the hours of service received. The implications of these results for policy and future research are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 429-436 |
| Abstraksi Narasi | : | This article explores several validation methods for the identification and dissemination of exemplary educational programs in the nation. It discusses the relationales for methods developed by the Program Effectiveness Panel and its predecessor, the Joint Dissemination Review Panel. Four selected validation methods are analyzed in terms of their comparative advantages and disadvantages. The article ends with recommendations oriented toward the U.S. Department of Education`s clients--educational policymakers and practitioners--and how their needs can be met. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 380-395 |
| Abstraksi Narasi | : | Definitions of key policy terms are important elements in policy construction. Accordingly, the power to define such terms is a linguistic marker of relationships among players in the policy process. Combining a linguistic framework with the cultural framework of Marshall, Mitchell, and Wirt (1989), this article traces definition of the term at risk in the context of one state, Arizona. Researchers in the Department of Education used the definition process as an opportunity to enhance the department`s prestige and power in relation to other policy-making bodies. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 357-379 |
| Abstraksi Narasi | : | Twenty existing case studies of state decision making on education issues from 1971 to 1991 are analyzed to portray the changing nature of Minnesota`s education policy system and to consider whether Iannaccone`s oft-used "structural linkage" typology retains explanatory power. Minnesota`s systems has become more pluralistic, politicized, and bureaucratized. It is buffeted by state revenue fluctuations and by national---and global---forces. But its reformist tradition continues as does its considerable capacity for policy innovation. Reformulations of the Iannaccone typology find some support in Minnesota data. Other perspectives, however, clearly hold more promise for policy process research in education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 437-441 |
| Abstraksi Narasi | : | Success in higher education for minorities and disadvantaged students may be more closely linked with their sociopsychological adjustments to an institution than was previously thought. At the same time, the culture of institutions of higher learning may facilitate the assimilation of minority students through an apparatus of services that assists them academically and socially. This article examines the institutional interaction processes in the Search for Education, Elevation, and Knowledge Program (SEEK) among students, staff, and faculty at Brooklyn College of the City University of New York (CUNY), and explores how assimilation into the institutional subculture may be enhanced. The research paradigm raises questions about how the school setting affects success or failure and how institutions offer their students resources that enable setting to overcome the legacies of poverty and attitudes inimical to the culture of learning. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 420-428 |
| Abstraksi Narasi | : | Program decision makers are typically involved in many steps of participatory evaluations, including the specification of program attributes that evaluations address. Program beneficiaries should also participate in this early step, however, because their contributions broaden the scope of evaluations, thereby enhancing the consequential validity of findings. In this article, we discuss an approach for involving beneficiaries in specifying program attributes for evaluations to address. Methods are outlined for sharing influence among program decision makers and beneficiaries, with decision makers retaining the authority to make final decisions. We describe an evaluation in which this approach was applied, present evidence on how the approach enhanced consequential validity, and discuss the constraints on its use. |
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