| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 151-164 |
| Abstraksi Narasi | : | This paper explores the phenomenon of district use of state reform. Past research suggests that local districts will comply minimally with mandates and respond to inducements with varying degrees of opportunism. Active use entails anticipating state responses or doing more than the state requires. Evidence is presented to illustrate that active use does exist. Existing research suggests that active users have the will and the capacity to respond positively. will comes from a dominant coalition that believes it cn set its own agenda and sees the reforms as ways to meet its own ends. Capacity comes through the formation of a temporary system that effectively manages key change functions and linkages with local schools. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 181-199 |
| Abstraksi Narasi | : | A number of current federal and state efforts are attempting to create education indicator systems in the hope that these systems will improve the monitoring of the condition of education, inform policy decisions, and provide better accountability mechanisms. This article argues that the valid and useful indicator systems will include assessments of school context as well as of student outcomes. Context indicators can be used to monitor schooling resources and processes; they may help forestall educators`tendency to narrow their programs in order to "look good`` on limited outcome measures; and they can provide information about the context in which particular outcomes are achieved. A review of the schooling context suggests three general constructs that can serve as grouding for developing school context indicators: access to knowledge, press for achievement, and professional teaching conditions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 109-116 |
| Abstraksi Narasi | : | Educational policy makers have questioned the effect s of school reforms on at-risk students. Are higher academic standards associated with greater numbers of dropouts? This study examines school average dropout rates for 2 consecutive years in conjunction with percentage covered by Aid to Families with Dependent Children (AFDC), total enrollment, achievement, and academic course enrollments for all of California`s regular public high schools. Both AFDC percentage and total enrollment were associated with higher dropout rates. Higher achievement was associated with lower dropout rates even after statistically controlling AFDC percentage and total enrollment. The year-to-year stability of school dropout rates and their correlations with the other study variables were assessed. The findings suggest that school effectiveness measures that result in higher achievement may also enhance the effectiveness of dropout treatment programs. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 93-108 |
| Abstraksi Narasi | : | This paper examines two related questions. First, what changes took place between 1975 and 1985 in the number and characteristics of college graduates who obtained teacher certification? Second, do demographic characteristics, subject specialties, and scores on National Teacher Examinations (NTE) predict which certificants became teachers in North Carolina and which did not (40 percent of certificants never taught in the state). We find not only that the number of new certificants was sensitive to the demand for classroom teachers but also that certificants` choices of subject field were sensitive to demand. We also find an important difference between Black and White certificants in the relationship between NTE scores and the probability of entry into teaching in North Carolina. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 143-149 |
| Abstraksi Narasi | : | Geographic mobility has long ben suspected to have a negative impact on student achievement and adjustment. Urban schools, in particular, are subject to highly mobile subpopulations whose contribution to overall district performance can be a source of serious policy concerns. The purpose of this study was to assess the impact of geographic instability on student achievement among elementary, middle, and secondary school students in an urban setting. Academic achievement of four groups of mobile children were compared to achievement levels of a stable student population. The results of the analyses show a nearly uniformly negative impact of geographic mobility on student achievement; the most negative effects of geographic mobility were found at earlier grade levels. At the same time, the size of the mobile population diminished as the students grew older. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 117-142 |
| Abstraksi Narasi | : | A key consideration in the policy debate on the appropriate role of single-sex education in predominantly coeducational school systems in relative benefit for male and female students. this paper analyzes the relative performance of single-sex education and coeducation in Thailand in enhancing eighth-grade male and female student scores on standardized mathematics tests, holding constant student background, peer, and school characteristics. Its main conclusions are that (a) single-sex schooling is more effective for female students and coeducational schooling is more effective for male students in improving student performance in mathematics and (b) these differentials are largely due to peer effects rather than to specific characteristics of single-sex snd coeducstionsl classrooms or schools. |
| Nama Pengarang | : | Judith Warren Little, Lockheed, Marlaine E., Jimenez, Emmanuel, Gary M. Ingersoll, James P. Scamman, Wayne D. Eckerling, Murnane, Richard J., Michael Schwinden, Mark Fetler, Oakes, Jeannie, William A. Firestone |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 165-179 |
| Abstraksi Narasi | : | A comprehensive inventory of formal staff developments activity and costs in 30 California districts yields a portrait of locally organized opportunities for teachers and reveals the policy stance taken by districts toward teachers and their professional development. Present patterns of resource allocation consolidate the district`s role as the dominant provider of teachers` professional development; other sources, including the university or the larger professional community of teachers, are less visible. Expenditures reflect a conception of professional development based almost exclusively in skill acquisition, furtherred by a ready marketplace of programs with predetermined content and format; other routes to professional maturation are less evident. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-45 |
| Abstraksi Narasi | : | Production research in education has been dominated by attempts to estimate the structural parameters of what has been called the education production function. These estimation attempts are viewed in this article as only one way the production function concept can be drawn upon to inform debates over education policy. After exploring what it means to posit the existence of the education production function, the article critically reviews past estimation efforts and gives examples of how the production function can be used as a source of insight to guide policy-relevant inquiries into education productivity. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 69-83 |
| Abstraksi Narasi | : | This essay reviews major publications from the field of school finance. It also covers prominent studies from aspects of the economics of education that are closely related to the field of education finance. The paper includes reviews of articles, research studies, and textbooks, focusing primarily on work published in the 1980s. Issues discussed include the theoretical concepts that undergird the field of school finance, practical alternatives for raising and distributing education funds, and allocation of resources to enhance equity and efficiency in education. Specific topics covered include teacher compensation, measuring equity, inputs and outputs in education, cost of education indices, municipal overburden, education decision making, the importance of time in learning, and school productivity. The essay closes by noting the increasing sophistication of both education policy makers are stimulating more enlightened and enlightening studies by researchers. The insights from these studies, he suggests, are likely to help improve the american education enterprise. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-30 |
| Abstraksi Narasi | : | During the 1980s, school finance research in general, and research on fund distribution and equity issues in particular, has been in a depressed state, with little progress being made on either the substantive or the methodological fronts. There is a backlog of old issues requiring attention, and certain new finance issues are emerging, mainly in connection with current education reform efforts. The priority tasks to be undertaken in the next round of research would seem to include (a) upgrading the methods used to address the traditional core topic in school finance research, equity in the distribution of funds among school districts; (b) extending the research on fund distribution issues to deal with hitherto-neglected dimensions of finance, including allocations of funds by type of resource, by level of education and type of pupil, and by curricular area or program; and (c) initiating new research into the relationships between education finance and efforts to improve the schools. The research on the finance-reform relationship should deal not only with the financial implications of particular reforms but also with the broader question of how school finance systems can be used to facilitate reforms and stimulate better performance. |
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