| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 253-255 |
| Abstraksi Narasi | : | Recent studies of trends in relative wage rates and unemployment rates are viewed. These studies conclude that real wages of recent college graduates rose substantially during the 1980s while the wages of recent high school graduates fell, contradicting the Bureau of labor Statistics (BLS) claim that college graduates were oversupplied during the 1980s. The BLS approach to measuring the supply-demand balance for college graduates by counting the number of college graduates who say they are working in ``nontraditional`` occupations is dismissed as invalid because of the unreliability of Current Population Survey coding of occupation and education and the lack of attention to mismatches of the opposite kind such as the more than 5% of physicians, lawyers, and high school teachers who report having fewer than 16 years of schooling. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 247-252 |
| Abstraksi Narasi | : | In my reply to Bishop and Carter, I concede the point that there was a bias in the projection that the Bureau of labor Statistics prepared for 1990, but not for the primary reason they noted. Also, I provide data which question the claims of Bishop and Carter that there is a shortage of college graduates although data on returns to education support their shortage thesis. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 269-288 |
| Abstraksi Narasi | : | Based on intensive district case studies, this study presents a comparison of two teacher work reforms. Merit pay gives individual teachers more money to do the same work better. Job enlargement pays them more to do different work. The study suggests that job enlargement is more likely than merit pay to improve teacher motivation. It also enriches teaching practice while merit pay standardizes it. Job enlargement increase intrinsic incentives for teachers, but these must be bought by purchasing more time. The way these reforms play out at different sites will depend on the extent to teacher participation in program design and on the vision for the programprojected by top administrators. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 289-308 |
| Abstraksi Narasi | : | In 1983, the California legislature enacted a series of incentive programs intended, in part, to encourage local school districts to devote more resources toward instructional expenditures. Analysis of district response to those incentives shows they were more effective in directing spending toward direct instruction than were general or categorical grants. However, it appears that asthe incentive funds were rolled into general aid revenues, district spending patterns began to revert to the same distribution of expenditures observed prior to enactment of the incentives. |
| Nama Pengarang | : | Marit Granheim et al, Lawrence O. Picus, William A. Firestone, Ronald A. Davidson, John H. Bishop, Shani Carter, Sheila Nataraj Kirby, Lisa Hudson, David W. Grissmer, William C. Weiler, James W. Guthrie, John H. Bishop, Shani Carter |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 322-323 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 159-175 |
| Abstraksi Narasi | : | In this article we examine the validity of inferences drawn from readiness tests when planing children in the regular or a 2-year kindergarten program. Using data from nine Virginia school districts, we studied the technical characteristics of four commonly employed readiness tests. Boys, minorities, children of low socioeconomic status, and young children scored consistently lower on all four tests. Three of the four tests were fairly reliable, but the fourth was highly inconsistent for minorities and those younger than 5 years. None of the four tests were impressive predictors of future test performance. The results are interpreted within specific selection and placement policies. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 177-188 |
| Abstraksi Narasi | : | Performance monitoring systems have typically been "top-down" evaluation approaches. In Virginia, however, a stakeholder approach was used to develop an educational-performance monitoring system. Four stakeholder groups (teachers, school superintendents, school board members, and education group representatives) were identified, and representatives viewed their impact on the development of the system positively. Teachers, who might be expected to resist a performance monitoring system, were the most positive about their efficacy in the process and the most committed to the system. The responses of the stakeholders generally indicate that some of the preconditions for utilization of the results were met through the approach of involving stakeholders. However, it is not clear whether the opinions of the representatives will spill over to the rest of the education community. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 189-202 |
| Abstraksi Narasi | : | To investigate school size effects for secondary schools, 18 school outcomes, including the average scores on state-developed tests, student retention, suspensions, postschool employment, and college attendance for 293 public secondary schools in New Jersey were regressed on 23 school characteristics, including district socioeconomic status and percentages of students from low- income families: school size and number of schools within each district; and teacher characteristics encompassing salaries, degree status, and years of experience. District socioeconomic status and the percantage of students from low-income families in the school were the most influential and consistent factors related to schooling outcomes. School size was the next most consistent and was negatively related to outcomes. This finding corroborates previous research conducted primarily on public elementary schools and suggests that smaller school districts and smaller schools, regardless of socioeconomic status and grade level, may be more efficient at enhancing educational outcomes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 139-157 |
| Abstraksi Narasi | : | This study analyzes participation of selected minorities and female students in particular secondary-school courses in six Southwestern Ontario boards of education during the 1988-1989 school year. Relative over-or underrepresentation of each group studied was tabulated by course type, grade, and level of difficulty. Results taken across all six boards indicate, among other relationships, overrepresentation of recently immigrated students in advanced-level university-entrance English classes, modest underrepresentation of Black students in advanced-level core subjects, and strong underrepresentation of Native Canadia Indian students in advanced-level English and math. Individual board analyses showed considerable deviation from across-board patterns. |
| Nama Pengarang | : | Tim L. Mazzoni, Jerald E. Paquette, Walberg, Herbert J., William J. Fowler, Henry, Gary T., Kent C. Dickey, Janet C. Areson, Mary Catherine Ellwein et al |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 115-138 |
| Abstraksi Narasi | : | Case study findings on the politics of public school choice in Minnesota are used to explore an arena perspective on how state governments might legislate controversial school restructuring initiatives. The initial conceptual model, which posits a shift from the subsystem arena to the macro arena as being fundamental to policy breakthroughs, proved to be too narrow. It ignored the innovative potential of the commission arena and particularly the leadership arena. Minnesota findings suggest that it is in the latter arena where strategically placed lawmakers can exploit their power resources to exert significant leverage on restructuring legislation for American public schools. |
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