The Effects Of Supplemental Educational Services On Student Achievement
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| Author | : Patricia Burch |
| Publisher | : Routledge |
| Total Pages | : 324 |
| Release | : 2009-01-13 |
| Genre | : Education |
| ISBN | : 1135915059 |
Across the U.S., test publishers, software companies, and research firms are swarming to take advantage of the revenues made available by the No Child Left Behind Act. In effect, the education industry has assumed a central place in the day-to-day governance and administration of public schools—a trend that has gone largely unnoticed by policymakers or the press until now. Drawing on analytic tools, Hidden Markets examines specific domains that the education industry has had particular influence on—home schooling, remedial instruction, management consulting, test development, data management, and staff development. Burch's analysis demonstrates that only when we subject the education industry to systematic and in-depth critical analysis can we begin to demand more corporate accountability and organize to halt the slide of education funds into the market.
| Author | : United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education |
| Publisher | : |
| Total Pages | : 96 |
| Release | : 2008 |
| Genre | : Electronic government information |
| ISBN | : |
| Author | : Kenneth K. Wong |
| Publisher | : IAP |
| Total Pages | : 320 |
| Release | : 2006-03-01 |
| Genre | : Education |
| ISBN | : 1607527650 |
Strong system-wide support is increasingly being identified as laying an important role in policy efforts aimed at increasing student achievement (Hightower, Knapp, March, and McLaughlin: 2002). Yet current research often views district and other system-wide support as largely governance changes without substantive linkage to school improvement outcomes (Cuban and Usdan: 2003). In this volume we seek to deepen our understanding of the role of school districts and system-wide initiatives through a series of case studies that focus on how school districts and system-wide actors facilitate policy innovation and reform initiatives that are designed to improve student achievement. Through both quantitative and qualitative studies from diverse settings across the country, chapters in this volume examine the role of instructional technology, alternative accountability practices, management and partnership reforms, and school improvement efforts through new incentive and support practices. While challenges remain, these case studies demonstrate how districts support and facilitate school change aimed at improving student achievement.
| Author | : Susan Fuhrman |
| Publisher | : Teachers College Press |
| Total Pages | : 324 |
| Release | : 2004-01-17 |
| Genre | : Education |
| ISBN | : 9780807744253 |
Now more than ever, policymakers face a number of difficult and technical questions in the design and implementation of new accountability approaches. This book gathers the emerging knowledge and lessons learned offered by leading scholars in the field.
| Author | : Anthony S. Bryk |
| Publisher | : University of Chicago Press |
| Total Pages | : 328 |
| Release | : 2010-03-15 |
| Genre | : Education |
| ISBN | : 0226078019 |
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.
| Author | : Adam Gamoran |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 350 |
| Release | : 2008-04-01 |
| Genre | : Education |
| ISBN | : 0815730349 |
The No Child Left Behind Act (NCLB) is the latest in more than two decades of federal efforts to raise educational standards and an even longer stream of initiatives to improve education for poor children. What lessons can we draw from these earlier efforts to help NCLB achieve its goals? In Standards-Based Reform and the Poverty Gap, leading scholars in sociology, economics, psychology, and education policy take on this critical question. Armed with the latest data and up-to-date research syntheses, the authors show that standards-based reform has had some positive effects, particularly in the area of teacher quality. Moreover, some of the critics' greatest fears have not been realized: for example, retention rates have not shot upward. Yet the overall pace of improvement has been slow, owing in part to poor implementation. Based on these findings, the contributors offer recommendations for the implementation and impending reauthorization of NCLB. These proposals, such as national testing and a rethinking of achievement targets, are sure to be at the center of the upcoming debate. Contributors include Thomas Dee, Laura Desimone, George Farkas, Barbara Foorman, Brian Jacob, Robert M. Hauser, Paul Hill, Tom Loveless, Meredith Phillips, Andrew C. Porter, and Thomas Smith.
| Author | : Paul Manna |
| Publisher | : CQ Press |
| Total Pages | : 225 |
| Release | : 2010-10-12 |
| Genre | : Political Science |
| ISBN | : 1483366510 |
What happens when federal officials try to accomplish goals that depend on the resources and efforts of state and local governments? Focusing on the nation's experience with the No Child Left Behind Act (NCLB), Manna's engaging case study considers just that question. Beyond the administrative challenges NCLB unleashed, Collision Course examines the dynamics at work when federal policymakers hold state and local governments accountable for results. Ambitions for higher performance collide with governing structures and practices. Were the collisions valuable for their potential to transform education policy, or has the law inflicted too much damage on state and local institutions responsible for educating the nation's youth? The results have been both positive and negative. As Manna points to increased capabilities in states and localities, he also looks at expanded bureaucratic requirements. Collision Course offers a balanced and in-depth assessment of a policy that has sparked heated debate over a broad expanse of time- from NCLB's adoption through its implementation to the Obama administration's attempts to shift away. Federalism, the policymaking process, and the complexity of education policy all get their due in this accessible and analytical supplement.
| Author | : Anne Helen Toomey |
| Publisher | : Island Press |
| Total Pages | : 297 |
| Release | : 2024-12-03 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1642833282 |
Will you please just listen to me? If you are a scientist, or a fan of science, have you ever wondered why your fact-based explanation of ground-breaking scientific research falls flat with family, friends, and the general public? Social science communicator Anne Helen Toomey argues that science today faces a public-relations crisis, and she calls for a whole-scale change in how scientists engage with the world. This practical, how-to guide will help scientists address public distrust, communicate about uncertainty, and engage with policymakers so that science can make a difference. Science with Impact argues that science can--and should--make a meaningful difference in society, and offers hope and guidance to those of us who wish to take the steps to make it so.
| Author | : |
| Publisher | : DIANE Publishing |
| Total Pages | : 74 |
| Release | : |
| Genre | : |
| ISBN | : 9781422309346 |
| Author | : Kim Schildkamp |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 221 |
| Release | : 2012-09-18 |
| Genre | : Education |
| ISBN | : 9400748159 |
In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.
