| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 261-281 |
| Abstraksi Narasi | : | Work redesign has recently gained attention as a possible solution for widely perceived deficiencies in the educational system. Two such strategies, reward and work structures, are often suggested as alterations in teachers` work lives that can have a positive impact on their professionalism and ultimately the lives of children. These concepts are often included in state-sponsored career-ladder plans. The purpose of this paper is to present the findings of an investigation into the impact of such a career-ladder system on outcome measures widely suggested as intermediate indicators of school effectiveness and teacher satisfaction. Data were collected from 12 schools that had implemented a career-ladder program characterized by alternative reward and work-structure incentives and 12 matching schools where such programs were absent. Survey items tapped teachers` and students` opinions about school-process behaviors suggested by school-effectiveness and work-redesign literature as importyant for overall school and teacher health. Intermediate outcome data-on motivation, self-concept, academic futility, self-reliance, and school norms-were also collected to assess possible effects on students. Two results emerged from the data. First, when widely accepted school organizational processes are measured, the career-ladder program clearly demonstrates a positive impact on teachers and to a lesser extent on schools. Second, the career-ladder program had a differential effect on teachers at various stages of experience. Midcareer and new teachers felt more positive about the measured organizational processes within their schools than their counterparts in non-career-ladder schools. The results of this study support the utility of the work-design concept. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 229-240 |
| Abstraksi Narasi | : | This study examines education and employment outcomes of Black youth whose families moved from mostly Black urban housing projects to either mostly White suburbs or other mostly Black urban areas. The study examined high school retention, grades, track placement, college attendance, employment, wages, job prestige, and job benefits. Despite concerns about disvantages due to discrimination and competition with White peers, the suburban youth did significantly better than urban youth in practically all areas. In the suburbs, mothers and youth pointed to positive effects of higher educational standards, additional academic help, greater access to information about college enrollment, and positive role models. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 205-227 |
| Abstraksi Narasi | : | This paper analyses the effects of middle school ability grouping on cognitive achievement in mathematics and science. In contrast to most previous research on tracking, this analysis compares outcomes in grouped and nongrouped schools. The hypotheses tested here are, first, that ability grouping raises the aggregate level of student achievement and, second, that ability grouping achieves this end by increasing the learning of all students. Comparing average student achievement growth from the seventh to the ninth grades in grouped and nongrouped schools shows that overall gains from ability grouping in either subject are negligible, controlling for differences in student social background and initial levels of achievement. Comparing the achievement growth of nongrouped students and high- and low-group students shows that highgroup placement generally has a weak positive effect while low-group placement has a stronger negative effect. Ability grouping thus appears to benefit advanced students, to harm slower students, and to have a negligible overall effect as the benefits and liabilities cancel each other out. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 241-260 |
| Abstraksi Narasi | : | Demands for school-district reform are increasingly presented as externally imposed change, directed by state education departments. This study investigated strategies that superintendents used to develop and implement school-improvement plans in response to state mandates. It explored superintendents` perceptions of environmental uncertainty and how their interpretations of the environment shaped their decisions to implement change. Six environmental factors were identified as the context for strategic decision making. These included uncertainty related to (a) superintendents` futures and careers, (b) organizational structure, (c) accountability and participation in the planning process, (d) linkages in school improvement, (e) the economic environment, and (f) the intent of state reform efforts. |
| Nama Pengarang | : | Adam Gamoran, Frances G. Wills, Kent D. Peterson, Thomas B. Hoffer, Julie E. Kaufman, James E. Rosenbaum, Ann Weaver Hart, Howard Ebmeier, Don Zancanella, Lawrence Bernstein |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 185-204 |
| Abstraksi Narasi | : | This article examines the processses and criteria of assignment to honors English classes in five midwestern communities. It uses qualitative and quantitative data to study the placement process in the context of the transition from middle to high school. Interviws with school staff provide descriptive accounts of the stratification system in each district, revealing a number of important similarities along with salient differences. These patterns are further elucidated with quantitative analyses of placement criteria. Although student performance affects placement in all districts, at least three of the five rely heavily on students` past ability-group positions in assigning students for ninth-grade English. This practice limits opportunities for upward mobility for students outside the honors levels. Another finding is that the effects of family background depend on student achievement levels: For high-achieving students, socioeconomic status plays little role in placement decisions, but among average achievers, economic advantage is linked to greater access to honors classes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 145-156 |
| Abstraksi Narasi | : | School consolidation is again an issue in rural areas. Traditionally, such controversies have turned on criteria of equity and efficiency: Large schools are alleged to be more equitable and more efficient than small ones. However, the research on both criteria is exceedingly ambiguous; neither goal seems to be routinely served by making small rural schools larger. This article investigates another possible criterion for judging the desirability of creating larger schools, student indiscipline. Both theory and evidence suggest that large schools are more disorderly than small ones. Using data from a nationally representative sample of high schools, this study suggests that creating larger institutions will increase studentmisbehavior. However, the increase experienced by small rural high schools-those most at risk of consolidation-will border the trivial. Thus, indiscipline provides no less ambiguous a criterion for deciding consolidation issues than does equity or efficiency. Arguably, when ``technical`` criteria provide no clear guidelines for an important public policy decision. citizen preferences should be determinative. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101-121 |
| Abstraksi Narasi | : | Although grade retention remains a controversial educational practice, the accumulated research indicates that retention has negative and often harmful effects on academic achievment and other educational outcomes. This study tested the effects of early grade retention on reading achievement, mathematics achievement, teachers ratings, and perceived competence in Grade 4 for 1,255 low-income, mostly Black children. Results indicated that 20.4% of the sample were retained from kindergarten to Grade 3, a rate much higher than the national average. Longitudinal analysis of a good-fitting model of retention indicated that retention had mixed effects on children`s school adjustmant at Grade 4. Retention had substantially negative effects on cognitive achievement in reading and mathematics, with both effects over twice the size reported in many previous studies. Retention was unrelated to teacher ratings of school adjustment but positively affected children`s perceived school competence, particularly for early-retained children. Analyses of a matched control group of 200 promoted children yielded similar results, but effects were even larger than those in the total-group analysis. The findings of this study do not support grade retention as an educational practice with children at risk. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 157-168 |
| Abstraksi Narasi | : | The scenario of a federal funding source mandating the conduct and reporting of program evaluation activities has become increasingly prevalent in education over the last two decades. Using the distinction between signaling (Zucker, 1981) and charged use (King & Pechman, 1984), this article examines the issues that arose when a particular set of federally funded model demonstration projects, secondary/transition projects funded by the Office of Special Education and Rehabilitation Services, were obligated by federal initiative to improve the amount, quality, and use of evaluation. These issues are organized into two areas: (a) the nature of federal expectations and need for evaluation data and (b) the extent of local capabilities to meet those expectations and provide evaluative data. Regulatory and methodological implications of the discrepancy between federal expectations and local capabilities are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 123-144 |
| Abstraksi Narasi | : | This article describes new developments in the fields of learning theory, assessment, and the politics of national and state assessment and shows how these developments, along with the application of modern assessment and evaluation methodologies, could be used to address some longstanding problems with Chapter 1 evaluation. Specific attention is paid to linking classroom and school improvement with Chapter 1 Program Improvement. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 169-174 |
| Abstraksi Narasi | : | This evaluation examines the process through which the Dade Country Public Schools` limited English proficient (LEP) students are ``exited`` (i.e., classified as language proficient) from the English for Speakers of Other Languages (ESOL) Program. Five hundred LEP students participated in the evaluation. The results indicate that students who exit the ESOL program tend to perform successfully in regular classroom settings. Additionally, the Stanford Achievement Test discriminates between LEP and non-LEP student performance on language-related components of the test. Nevertheless, questions were raised about the appropriateness of using achievement test results to exit students from ESOL. |
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