Improving Assessment for JTPA
Author | : |
Publisher | : |
Total Pages | : 187 |
Release | : 1993 |
Genre | : Hard-core unemployed |
ISBN | : |
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Author | : |
Publisher | : |
Total Pages | : 187 |
Release | : 1993 |
Genre | : Hard-core unemployed |
ISBN | : |
Author | : Robin Morris |
Publisher | : |
Total Pages | : 98 |
Release | : 1988 |
Genre | : Basic education |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 158 |
Release | : 1995 |
Genre | : Government publications |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 294 |
Release | : 1991 |
Genre | : Occupational training |
ISBN | : |
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 95 |
Release | : 2010-07-28 |
Genre | : Education |
ISBN | : 0309159121 |
Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years. During the twentieth century, technical advances, such as machines for automatic scoring and computer-based scoring and reporting, have supported states in a growing reliance on standardized tests for statewide accountability. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. As standards come under new scrutiny, so, too, do the assessments that measure their results. The goal for this workshop, the first of two, was to collect information and perspectives on assessment that could be of use to state officials and others as they review current assessment practices and consider improvements.
Author | : United States. Congress. House. Committee on Government Operations. Employment, Housing, and Aviation Subcommittee |
Publisher | : |
Total Pages | : 248 |
Release | : 1993 |
Genre | : Business & Economics |
ISBN | : |
This document records the oral and written testimony of witnesses at a Congressional hearing held in April 1993 to assess the costs and outcomes of the Job Training Partnership Act (JTPA). Witnesses included officials from the U.S. Department of Labor, the General Accounting Office, consultants retained to evaluate the program, and several local Private Industry Councils (PICs). Testimony noted that approximately 36 million people face some type of employment barrier and are eligible to participate in JTPA programs, but fewer than 2.5 percent are actually being served, and only two-thirds of the participants are successfully completing their training and finding employment. According to a Labor Department official, JTPA programs have done a good job in training for occupational skills and job search methods, but have not provided very much help in improving reading and mathematics skills in persons with deficiencies in these areas and have done little in the areas of persons with disabilities. Only about half the program participants found jobs after completing their programs; of these, only half found them through program assistance. More than half the jobs paid less than $5 per hour. Many of the JTPA programs operate in isolation and they fail to serve the most economically disadvantaged persons. However, PIC officials also offered examples of programs that have been very successful. (KC)
Author | : United States |
Publisher | : |
Total Pages | : 96 |
Release | : 1992 |
Genre | : Manpower policy |
ISBN | : |
Author | : John W. Trutko |
Publisher | : |
Total Pages | : 196 |
Release | : 1997 |
Genre | : Occupational training |
ISBN | : |
Author | : United States. General Accounting Office |
Publisher | : |
Total Pages | : 212 |
Release | : 1985 |
Genre | : |
ISBN | : |
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 156 |
Release | : 2011-01-02 |
Genre | : Education |
ISBN | : 0309161762 |
Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years, and have used the results for many purposes. They have tried minimum competency testing; portfolios; multiple-choice items, brief and extended constructed-response items; and more. They have contended with concerns about student privacy, test content, and equity-and they have responded to calls for tests to answer many kinds of questions about public education and literacy, international comparisons, accountability, and even property values. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. States are now considering whether to adopt the "common core" academic standards, and are also competing for federal dollars from the Department of Education's Race to the Top initiative. Both of these activities are intended to help make educational standards clearer and more concise and to set higher standards for students. As standards come under new scrutiny, so, too, do the assessments that measure their results. This book summarizes two workshops convened to collect information and perspectives on assessment in order to help state officials and others as they review current assessment practices and consider improvements.