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| Author | : John Bishop |
| Publisher | : |
| Total Pages | : 160 |
| Release | : 2000 |
| Genre | : |
| ISBN | : |
| Author | : Diane Ravitch |
| Publisher | : Brookings Institution Press |
| Total Pages | : 270 |
| Release | : 2010-12-01 |
| Genre | : Political Science |
| ISBN | : 9780815719434 |
Contents include: •Test-Based Accountability: The Promise and the Perils Tom Loveless (Brookings) • Can the Federal Government Improve Education Research? Brian Jacob (Harvard University) and Jens Ludwig (Georgetown University ) •Realizing the Promise of Brand-Name Schools Steven F.Wilson (Harvard University) • School Choice: How an Abstract Idea Became a Political Reality Joseph P. Viteritti (Hunter College, CUNY) • Education Reform and Content: The Long View E.D. Hirsch Jr. (Core Knowledge Foundation) • Evidence-Based Reading Policy in the United States: How Scientific Research Informs Instructional Practices Reid Lyon and Vinita Chhabra (National Institutes of Health) and Sally E. Shaywitz and Bennett A. Shaywitz (Yale University)
| Author | : Diane Ravitch |
| Publisher | : Brookings Institution Press |
| Total Pages | : 426 |
| Release | : 2010-12-01 |
| Genre | : Education |
| ISBN | : 9780815718826 |
Published annually, Brookings Papers on Education Policy (BPEP) analyzes policies intended to improve student performance. In each volume, some of the best-informed analysts in various disciplines review the current situation in education and consider programs for reform. In this fourth annual issue of the series, prominent educators and other social scientists discuss standards in education. Contents include: "Incentives and Equity under Standards-Based Reform" Julian R. Betts and Robert M. Costrell "Why Business Backs Education Standards" Milton Goldberg and Susan Traiman "State Academic Standards" Chester Finn Jr. and Marci Kanstoroom "Searching for Indirect Evidence for the Effects of Statewide Reforms" David Grissmer and Ann Flanagan "The Controversy over the National Assessment Governing Board Standards" Mark Reckase "The Role of End-of-Course Exams and Minimum Competency Exams in Standards-Based Reforms" John H. Bishop, Ferran Mane, Michael Bishop, and Joan Moriarty "A Diagnostic Analysis of Black-White GPA Disparities in Shaker Heights, Ohio" Ronald F. Ferguson
| Author | : Education Commission of the States |
| Publisher | : |
| Total Pages | : 7 |
| Release | : 2010 |
| Genre | : |
| ISBN | : |
In recent years, criticism of high school graduates' lack of readiness for college and work has led a number of states to raise high school graduation requirements -- particularly in terms of the number and rigor of courses students must pass. Yet states have found that without a common end-of- course measure, it is impossible to ensure that a course labeled "Algebra I" holds students to the same expectations statewide. At the same time, states with exit exams have evaluated these high-stakes assessments, wondering if new approaches such as end-of-course exams might provide fairer and more accurate accountability measures for students, schools and the state as a whole. Both of these state policy trends have resulted in the increasing adoption of end-of-course assessments at the high school level. This issue of "The Progress of Education Reform" will address the following questions: (1) What are end-of-course exams (EOCs), and how do they differ from the assessments many states have been administering to date? (2) Why the trend toward EOCs? (3) How many states administer EOCs? (4) For what purposes are these assessments used, including: (a) Are these tests aligned with "college-ready" indicators? (b) Are they used as exit exams? (5) What has been the impact on students of the transition to end-of-course assessments? What does the research say? and (6) Are there "best practices" other states can learn from? (Contains 23 endnotes.).
| Author | : Richard Phelps |
| Publisher | : Psychology Press |
| Total Pages | : 368 |
| Release | : 2005-03-23 |
| Genre | : Education |
| ISBN | : 1135614261 |
The education reform movement of the past two decades has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished, whereas some critics accuse the push for standards and testing of impeding reform and perpetuating inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. Meanwhile, the American public remains steadfast in support of testing to measure student performance and monitor the performance of educational systems. Many educational testing experts who acknowledge the benefits of testing also believe that those benefits have been insufficiently articulated. Although much has been written on standardized testing policy, most of the material has been written by opponents. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests. The goal of Defending Standardized Testing is to: *describe current standardized testing policies and strategies; *explain many of the common criticisms of standardized testing; *document the public support for, and the realized benefits of, standardized testing; *acknowledge the limitations of, and suggest improvements to, testing practices; *provide guidance for structuring and administering large-scale testing programs in light of public preferences and the "No Child Left Behind Act" requirements; and *present a defense of standardized testing and a vision for its future. Defending Standardized Testing minimizes the use of technical jargon so as to appeal to all who have a stake in American educational reform.
| Author | : Diane Ravitch |
| Publisher | : Brookings Institution Press |
| Total Pages | : 388 |
| Release | : 2010-12-01 |
| Genre | : Education |
| ISBN | : 9780815706762 |
In 1983 the seminal report issued by the National Commission on Excellence in Education, "A Nation at Risk," charged that most American high schoolers were following a general course of instruction, choosing neither the college-preparatory track nor the vocational option. This pattern, the report complained, had fostered low expectations and a curricular hodge-podge of classes that failed to prepare students for college or work. The commission called on states to implement academic requirements for all students, regardless of background, including four years of English and three years each of science, mathematics, and social studies. Students should not be sorted by their presumed future destinations, the commission reasoned, but should be offered an equal opportunity to get a high-quality education to fit them either for postsecondary education or the modern workplace. Two decades after the commission called on states to reform the high school environment and raise graduation requirements, the Brown Center on Education Policy at the Brookings Institution convened a a group of prominent scholars to explore the current state of America's high schools, focusing on new research about reforming these institutions that are so important in the lives of the nation's adolescents. The questions considered reflected the diversity of the participants and covered a variety of areas—historical, international, sociological, and practical. Data gathered by the U.S. Department of Education show students today are taking many more advanced courses in mathematics and the sciences, while at the same time test scores do not reflect the increases in enrollments in academic courses. In addition, large score gaps remain among students from different social groups. Reform of the high schools must take into account the elementary and middle schools that prepare students and the postsecondary institutions to which students aspire. Adolescent culture and students' views about school and academic work play important roles in student achievement, as do the family and contemporary society in shaping of adolescent behavior. No matter their background, all participants agreed that the key to a successful high school rests with the extent to which it recognizes and strengthens its commitment to the intellectual growth of its students.
| Author | : James J. Heckman |
| Publisher | : University of Chicago Press |
| Total Pages | : 469 |
| Release | : 2014-01-14 |
| Genre | : Business & Economics |
| ISBN | : 022610012X |
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
| Author | : Eric A. Hanushek |
| Publisher | : Elsevier |
| Total Pages | : 743 |
| Release | : 2006-11-29 |
| Genre | : Business & Economics |
| ISBN | : 0444528199 |
Vol. 4/edited by Eric A. Hanushek, Stephen Machin, Ludger Woessmann. What is the value of an education? Volume 4 combines recent data with new methodologies to examine this and related questions from diverse perspectives. School choice and school competition, educator incentives, the college premium, and other considerations help make sense of the investments and returns associated with education.
| Author | : George E. DeBoer |
| Publisher | : IAP |
| Total Pages | : 452 |
| Release | : 2011-01-01 |
| Genre | : Science |
| ISBN | : 1617352268 |
The goal of this volume of Research in Science Education is to examine the relationship between science education policy and practice and the special role that science education researchers play in influencing policy. It has been suggested that the science education research community is isolated from the political process, pays little attention to policy matters, and has little influence on policy. But to influence policy, it is important to understand how policy is made and how it is implemented. This volume sheds light on the intersection between policy and practice through both theoretical discussions and practical examples. This book was written primarily about science education policy development in the context of the highly decentralized educational system of the United States. But, because policy development is fundamentally a social activity involving knowledge, values, and personal and community interests, there are similarities in how education policy gets enacted and implemented around the world. This volume is meant to be useful to science education researchers and to practitioners such as teachers and administrators because it provides information about which aspects of the science education enterprise are affected by state, local, and national policies. It also provides helpful information for researchers and practitioners who wonder how they might influence policy. In particular, it points out how the values of people who are affected by policy initiatives are critical to the implementation of those policies.
| Author | : Helen F. Ladd |
| Publisher | : Routledge |
| Total Pages | : 786 |
| Release | : 2012-08-21 |
| Genre | : Education |
| ISBN | : 1135863881 |
Sponsored by the Association for Education Finance and Policy (AEFP), this groundbreaking new handbook assembles in one place the existing research-based knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world. The Handbook traces the evolution of the field from its initial focus on school inputs and the revenue sources used to finance these inputs to a focus on educational outcomes and the larger policies used to achieve them. It shows how the current decision-making context in school finance inevitably interacts with those of governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of the important contemporary issues requires input from a variety of perspectives, the Handbook draws on contributors from a variety of disciplines. While many of the chapters cover complex state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand.
