Download or read book Evaluation of the Effects of Longitudinal Tracking of Student Achievement to Assess School Quality written by Cynthia M. Anderson and published by . This book was released on 2005 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Essays on the Determinants of School Quality and Student Achievement written by Vasudha Rangaprasad and published by . This book was released on 2004 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: My dissertation examines the determinants of school quality and its impact on student achievement. The first essay studies the impact of class size on student achievement. The impact of class size on student achievement remains an open question despite hundreds of empirical studies and the perception amongst parents, teachers, and policymakers that larger classes are a significant detriment to student development. This essay attempts to shed new light on this ambiguity by explicitly recognizing the distributed nature of educational outcomes. This paper utilizes recently developed nonparametric tests for stochastic dominance to uniformly rank entire distributions of test scores. Moreover, by using bootstrap techniques, we are able to report the results of the dominance tests to a degree of statistical certainty. This type of analysis is very useful for policy decisions as it lends itself to broad-based, consensus ranking of outcomes. Using data from the National Education Longitudinal Study of 1988, we estimate the effects of eighth and tenth grade class size on the unconditional and conditional distributions of contemporaneous test scores, subsequent test scores, and test score gains. The results are quite surprising. First, after controlling for a host of determinants of student achievement, we find compelling evidence suggesting that students benefit from relatively large classes. Second, we document several instances where the relationship between student achievement and class size is non-monotonic. Finally, these conclusions are unaltered when we allow for heterogeneous effects of class size by student race or subject matter. In my second essay, I address questions regarding school competition using a spatial autoregressive model. Education reforms involving expanded school choice are receiving increased attention. Many view the heightened competition that would presumably result from such reforms as a panacea for the ills currently plaguing the US public education system. However, the present system is not devoid of competition even absent such reforms; public schools compete for students through the Tiebout (1956) process. Thus, this essay seeks to answer two questions: (i) Does competition alter the behavior of public school districts? and (ii) Do public school districts compete with neighboring public school districts? To answer such questions, we utilize panel data from Illinois over the period 1990-2000 and estimate a multi-dimensional mixed regressive, spatial autoregressive model via instrumental variables, thereby eliminating the possibility of confounding strategic competition with spatial error correlation. The data come from two sources: the Common Core of Data and the Census of Population and Housing. We find robust evidence that public school districts incorporate the educational input decisions of other public school districts in the same county into their decision calculus, thereby acting strategically when setting own input levels. Thus, reforms leading to expansion of school choice would not introduce competition into the US school system, but rather would at best accentuate the level of competition. The third essay examines the impact of peer group effects on student achievement. The current empirical evidence on the magnitude of these effects is, however, inconclusive. Using data from the National Education Longitudinal Study of 1988, I assess the impact of peer group influences on the test scores of tenth grade students using school-by-subject specific fixed effects models, as well as a Generalized Methods of Moments approach (via instrumental variables) to account for potential endogeneity of the peer group formation. The results are striking. In particular, I fail to uncover widespread evidence in favor of positive peer group effects. The OLS estimations yield strong and positive effects of peer group achievement on test score gains. When I account for potential endogeneity of peer group formation via instrumental variables and fixed effects these effects disappear. In addition, the dispersion of peer group achievement has no systematic influence on achievement growth. Moreover, I find no evidence supporting the hypothesis that peer effects have differential impacts in schools in which tracking is present. The only exception to the above findings is in models that control for both peer effects and tracking, and allow the effect of each to differ according to student ability. In this case, while the impact of tracking is not found to be substantially different in tracked versus nontracked schools, the results are consistent with a nonuniform effect of tracking on achievement across students of different abilities. Finally, these fundamental conclusions are not substantially altered when I allow for changes in the definitions of peer group effect and tracking.
Download or read book A Further Search for School Effects on Achievement and Intervening School Experiences written by Tae-Joong Gahng and published by . This book was released on 1993 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Longitudinal Study of the Impact of America s Choice on Student Performance in Rochester New York 1998 2003 written by Henry May and published by . This book was released on 2004 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rarely in educational research do researchers have access to data that allow them to empirically explore the impacts of programs on individual student learning over long periods of time. This element of Consortium for Policy Research in Education's (CPRE) evaluation of the America's Choice comprehensive school reform design is one of those exceptional cases. In this study, CPRE uses individual-level student performance data from Rochester, New York, linked across 11 years, to examine the longitudinal impact of America's Choice. The modern statistical methods used in these analyses are able to compare the individual performance of America's Choice students over multiple years to both the performance of similar students in other schools, as well as the performance of America's Choice students before attending an America's Choice school. Appended are: (1) Technical Details of Statistical Analyses; (2) Full Results for Models of Overall Effects of America's Choice on Growth in Individual Student Achievement; (3) Full Results for Models of Year-by-Year Effects of America's Choice on Student Achievement; (4) Full Results for Models of Effects of America's Choice on Growth in Individual Student Achievement by Initial Performance Quartile; and (5) Full Results for Models of Overall Effects of America's Choice on Growth in Individual Student Achievement by Ethnicity. (Contains 6 tables and 6 figures.).
Download or read book Teachers at Work written by Susan Moore Johnson and published by . This book was released on 1990 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 0-7881-6860-6 Provides a clear and powerful agenda for school reform and for the role of teachers in it. Captures the world of a bureaucratic school system that discourages good teaching and learning. Will help everyone in the task of school reform. Chapters: teaching -- the privilege and the price; the politics of space and supplies; building bridges between home and school; teaching and learning in a bureaucratic school; the reality of isolation and the search for collaboration; the teacher in governance; forging stronger cultural bonds; investing in teachers1 growth; putting a premium on good teaching; and keeping good teachers teaching.
Download or read book Evaluation of Title I Education for the Disadvantaged Programs written by United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Education, Arts, and Humanities and published by . This book was released on 1996 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Organizing Schools for Improvement written by Anthony S. Bryk and published by University of Chicago Press. This book was released on 2010-03-15 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Download or read book Educational Policy Evaluation Through International Comparative Assessments written by Rolf Strietholt and published by . This book was released on 2016-01-20 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most salient findings from the field of education is that there are huge national differences in student achievement as shown in international comparative studies like PISA and TIMSS. The shockingly large gap between the highest performing countries (mostly in East Asia) and many European countries corresponds to a difference in attainment of two years of schooling. Although this finding has been replicated in several studies, the reasons for and consequences of such differences are currently not well understood. This book is a collection of essays and studies by leading experts in international comparative education who demonstrate how international comparative assessments can be used to evaluate educational policies. The volume is organized into two parts that address, first, theoretical foundations and methodological developments in the field of international assessments, and, second, innovative substantive studies that utilize international data for policy evaluation studies. The intention of this book is to revisit the idea of 'using the world as an educational laboratory', both to inform policy and to facilitate theory development.
Download or read book Teacher Quality Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Download or read book Teaching for Excellence and Equity written by Nathan Burroughs and published by Springer. This book was released on 2019-05-23 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
Download or read book The Effects of School Quality and Family Functioning on Youth Math Scores written by Pierre Lefebvre and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper tries to disentangle the relative importance of family and school inputs on a child's cognitive achievement as measured by her percentile score on a mathematics test. We replicate a study by Todd and Wolpin (2007) in the United States with Canadian data. In contrast to their work that uses state-level indicators of school quality, we estimate our model with data from Statistics Canada's National Longitudinal Survey of Children and Youth (NLSCY) which provides micro-level information on the family and school history of the child. The sample used for the analysis is based on the 7- to 15-year old longitudinal children who have completed at least two consecutive math tests. As in Todd and Wolpin, we conclude that cognitive outcomes are determined by current and past family inputs. Contrary to them, who find no impact of school inputs, we find that the quality of schools has a positive impact on achievement in mathematics.
Download or read book OECD Reviews of Evaluation and Assessment in Education Portugal 2012 written by Santiago Paulo and published by OECD Publishing. This book was released on 2012-04-10 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in Portugal.
Download or read book Models Matter written by Daniel K. Aladjem and published by . This book was released on 2006 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preparing Teachers for a Changing World written by Linda Darling-Hammond and published by John Wiley & Sons. This book was released on 2017-07-27 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. Preparing Teachers for a Changing World recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curriculum that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom.
Download or read book OECD Reviews of Evaluation and Assessment in Education Netherlands 2014 written by Nusche Deborah and published by OECD Publishing. This book was released on 2014-07-15 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A longitudinal evaluation of student achievement in science mathematics and other selected variables comparing cohorts attending a magnet school with those attending traditional high schools written by John Joseph Friedrick and published by . This book was released on 1991 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
