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1.
《International Journal of Educational Development》2006,26(3):261-277
This paper reports on findings from a large sample survey in the states of India that account for two thirds of the children out of school. It then examines the feasibility of the central government's goals to ensure all children complete 5 years of school by 2007, and 8 years by 2010. These goals—more ambitious than the global EFA goals—are unlikely to be achieved without significant reforms by the central and state governments. It examines key reform options: in the public spending pattern; improving teacher accountability and work environment; incentives to improve demand for schooling; and the private sector. It argues that central to universalising elementary education will be improving the level, equity and efficiency of public spending. However, even with these reforms, improving teacher accountability will still remain key to the achievement of the goals. 相似文献
2.
A 2010 education reform gave English schools the option to become academies, autonomous but state-funded schools. Academies can opt for two different models of governance by choosing to remain standalone schools or join an academy chain. We investigate the causal effect of the governance model on student achievement and school inputs. We find that students in academy chains have higher end-of-primary school test scores, with stronger effects for low achievers and early converter academies. School chains are more efficient than standalone academies, achieving better results while spending less overall. Survey data suggest that chains favor management changes, whereas standalone academies make changes related to educational practices. 相似文献
3.
Victor Kuo 《Peabody Journal of Education》2013,88(3):389-401
The next phase of high school reform is ripe with possibilities. Over the last 3 decades, educational research has identified a number of promising and effective high school models. Research demonstrates the benefits of career academies and early college schools. Schools that offer small, personalized environments; comprehensive approaches to schoolwide instruction and operations; and integrated opportunities to experience career and college have exhibited positive impacts on labor market outcomes, student achievement, or high school graduation. Guided by advances in research of high school reform and recent education policy, leaders and funders of reform and educational innovations should seek to further integrate structural arrangements and instructional practices with local employers and higher education institutions. Reforms should also search for ways to accelerate rapid and dramatic improvements in school performance. 相似文献
4.
The last 10 or 15 years of this century have been a time of great challenge as well as considerable excitement for educational systems around the world. Governments everywhere have been embarking on substantial programmes of reform in an attempt to develop more effective school systems and raise levels of student learning and achievement. We see in these policy initiatives an unfortunate paradox that inhibits them from realising their aspirations. The community of educational change researchers and practitioners has finally begun to learn something about how ongoing improvement can be fostered and sustained in schools. However, government policy on education has not taken adequate account of this knowledge about school development, with the result that an enormous potential source of synergy has been lost and student learning continues to lag behind its potential. Our argument in this article is that as a consequence of this gap government efforts to improve schooling are less effective than they might be and that many school improvement efforts have to swim against the current of government regulation. Following our analysis of this central irony in educational policy, we go on to outline an approach that would be more likely to help governments achieve their educational objectives by building policy initiatives more explicitly on the knowledge base of school development. 相似文献
5.
Over the last 20 years, states and provinces have become increasingly involved in the financing and administration of elementary and secondary education. Local school boards, however, still retain control over key aspects of the provision of education. Historically, these boards were organized at the community level so as to meet the wants of the local community. Today, states and provinces have become more interested in consolidating school boards and moving to a more centralized funding scheme. Do these changes result in improved student achievement? This paper attempts to answer these questions by examining the school board consolidation and funding changes instituted by the province of Ontario. We differentiate the effects of the policy changes based on observed differences in the school boards prior to consolidation. We show that students in previously high wealth school boards perform worse after the policy change compared to students in previously low wealth school boards. 相似文献
6.
高校体育社团在促进教育教学改革中的作用 总被引：2，自引：0，他引：2
高校体育教学改革为学校体育社团的发展提供了机遇,体育社团开始渗透到学校体育教学中来,而体育社团的快速发展稳固了体育教学改革的成果,使学校体育社团的教育功能显露出来,逐渐成为了学校体育教学的有力助手。体育社团的自主性和可选择性,更有利于学生身心健康的发展,学校体育与学校体育社团之间存在着优势互补、协调发展的关系。 相似文献
7.
In response to court rulings, states such as California and Washington have sought to promote greater equality in per pupil spending by shifting from local financing of public education to state financing. In this article, we investigate how constraints on local discretion resulting from this shift to state financing influence the level and growth of education spending. The analysis uses an expenditure function framework and a 21-year panel for the 50 states. To understand the extent to which expenditures are influenced by constraints on local discretion, we distinguish between court-ordered and other reforms of school finance systems. We show that the stringency of constraints on local discretion determines the effects of reforms on the level and growth of spending. In addition, we find that, for any type of reform, the characteristics of a state's population and of that state's schools determine the direction and magnitude of the postreform changes in spending. 相似文献
8.
Thomas R. Guskey 《Educational Measurement》2007,26(1):19-27
This study compared different stakeholders' perceived validity of various indicators of student learning used to judge the quality of students' academic performance. Data were gathered from the questionnaire responses of 314 educators in three states that have implemented comprehensive state-wide assessment programs with high-stakes consequences both for educators and for students. MANOVA results showed that while educators generally hold similar perceptions, significant differences exist between school administrators and teachers. Administrators perceived the results from nationally normed standardized assessments, state assessments, and district assessments to be more valid indicators of student achievement than did teachers. In contrast, teachers granted more validity to classroom observations and homework completion and quality than did administrators. The implications of these differences for reform initiatives are discussed, particularly with regard to teachers' motivation to improve results. 相似文献
9.
《Africa Education Review》2013,10(3):381-397
ABSTRACTThe study establishes whether government spending on private universal secondary education (USE) schools is equitable across quintiles disaggregated by gender and by region in Uganda. The study employs benefit incidence analysis tool on the Uganda National Panel Survey (UNPS 2009/10) data to establish the welfare impact of public subsidy on different households. The results reveal that the richer households benefit more from the subsidy than the poor. Similar patterns are evident across gender and regions. However, the subsidy as a share of total household spending is higher (49%) for poor households than the richer (6%). The contrast in the findings could be because the richer seem to have more school going children and thus spend more on each student. The concentration curves reveal that there are minimal achievements by the state funding to redistribute incomes to the poor. 相似文献
10.
Numerous initiatives by private philanthropies and the US government have supported school size reduction policies as an educational reform intended to improve student outcomes. Empirical evidence to support these claims, however, is underdeveloped. In this article, we draw on information from a longitudinal dataset provided by the Northwest Evaluation Association covering more than 1 million students in 4 US states. Employing a student fixed effects strategy, we estimate how a student’s achievement changes as (s)he moves between schools of different sizes. We find evidence that students’ academic achievement in math and reading declines as school size increases. The negative effects of large schools appear to matter most in higher grades, which is also when schools tend to be the largest. 相似文献
11.
《Journal of Education for Students Placed at Risk》2013,18(2):113-114
In the first issue of this journal, I wrote about policy issues with which all stakeholders associated with at-risk children and youth should be involved (Carroll, 1996). Continuing in the policy arena, I now speak to student results. The Title I program serves more than 5 million children with a $7 billion appropriation, and school districts need only report to the state the achievement of Title I participants who are tested as part of the annual state assessment program at three grade groupings--Grades 3 to 5, 6 to 8, and 10 to 12. Districts and states are no longer required to conduct pretest and posttest assessments that show the normal curve equivalent growth of children. Instead, adequate yearly progress toward meeting the states' definitions of advanced, proficient, and partially proficient student performance measures is the new yardstick of accountability and program success. These definitions apply no later than the year 2000-2001, when the states must have their student assessments aligned with their content and student performance standards. Even though the new Title I regulations ease up on frequency and coverage of assessment, Title I schools and programs should not. Schools must assess the performance of all their students and show results if we are to garner continued financial and program support from members of Congress and out constituencies at the state and local levels. 相似文献
12.
The 1990s have been a decade of great spending and great introspection, particularly when it comes to educational allocations. Citizens, corporations, and public officials are becoming increasingly inquisitive about where their money is going and if the dollars spent are making a difference. For 5 years, the multimillion-dollar Delaware Technology Innovation Challenge project has implemented LightspanTM educational software in the classrooms and homes of elementary school students. Program goals are to increase parent involvement, generate more time for learning, and improve student achievement. On the surface, the program seems to have met its goals. Parents report being more involved in their child's education. Students and parents describe the time spent on the software at home as not replacing traditional homework, but rather television watching. And, student achievement in both reading and mathematics has increased at rates higher than would be expected. However, a closer examination of evaluation results reveals the program has worked best for lower achieving students; students who scored below the 50th percentile in fall testing had much greater achievement gains than their higher scoring peers. This paper investigates whether evaluation findings are reflective of the program's implementation or rather reveal a limitation of the technology. 相似文献
13.
《Journal of Education for Students Placed at Risk》2013,18(4):391-418
Schools serving large populations of students placed at risk have been the focus of reform for over a decade, with the assumption that school reform leads to classroom reform, resulting in improved student achievement. Student achievement data at the school level are typically used to judge the effectiveness of the reform. This practice assumes uniformity of implementation within the school. This study of classrooms within 4 Accelerated Schools Project (ASP) schools operationalizes the ASP principles, values, and concepts of powerful learning at the classroom level. Together, they form what is called a powerful learning environment (PLE). In addition, the study examines the extent to which PLE is implemented similarly in different classrooms and different schools, and analyzes the relation between degree of implementation and differences in student achievement. Data collection involved structured observations in 40 classrooms during English and language arts or mathematics instruction. Analysis of data indicates that more variation in implementation of PLE occurred within schools than between schools. The study also finds a correlation between degree of implementation and higher student achievement. 相似文献
14.
Kenneth J. Tewel 《The Urban Review》1991,23(4):217-229
It started in New Jersey in 1988 when the state's department of education took over the Jersey City Public Schools. At the time of the Jersey City takeover, the school system was, by all accounts, among the worst in the Garden State. Now takeover legislation is on the books in nine states, and legislation is pending elsewhere. Does handing over the reins—after a lengthy monitoring process—lead to significant improvements in student achievement and school system operation? In short, is takeover an effective means of school reform? This article traces the three-year road leading to state takeover in Jersey City and questions the wisdom of New Jersey's aproach in failing districts. 相似文献
15.
公共教育支出是各级政府机构用于教育的支出,是教育发展的物质保证。公共教育支出分配结构是否合理,影响着教育经费的使用效率。当前,我国公共教育支出分配结构在其公共性方面逐渐趋于合理,但仍存在许多问题：与世界其他国家相比,我国公共教育产品的公共支出仍然处在比较低的水平,高等教育的生均支出指数仍然偏高。此外,我国高中阶段公共支出与其他阶段相比相对不足,不利于我国劳动力素质的提高和人才结构的优化。促进我国公共教育支出结构的合理化需要在进一步加大对基础教育阶段的投入、巩固义务教育发展的基础上,增加高中阶段的投入,积极促进高等教育投资体制改革。 相似文献
16.
This paper explores two Australian school education policy documents and the inputs they describe to boost student achievement. The paper suggests that current reform efforts in schooling like others previously configure student achievement in input–output terms confining school education policy to predictable inputs that sideline broader influences on educational output including, for instance, school funding. The national policy documents that are the subject of the case study in this paper are the National Plan for School Improvement and the current Students First. Student achievement is explored as an object of study that can be worked on by policy, including for across-the-board national ‘non-educational’ purposes. The analysis, critical in outlook, suggests that current school education policy trades on a predictable set of evidence-based inputs as correctives to declining levels of student achievement without weaving into the student learning equation the complex mix of relations that frame the educational system. 相似文献
17.
David P. Sims 《Economics of Education Review》2011,30(5):1034-1044
Despite a large literature examining the effect of litigation on education finance and student achievement, there is relatively little recent evidence about how extra resources generated by litigation are spent. This paper uses national data to examine the effects of high court finance rulings from 1991 to 2002 on school districts’ education spending: including the categories of capital, plant, and support expenses as well as the teacher wage bill. It also decomposes the latter change into a quantity effect from teacher hiring and a price effect due to increased wages. I find that the largest spending increase comes from salary increases to teachers, with other large increases for hiring more instructors and increasing support spending. Further evidence suggests that the higher salaries are manifest more in an increased experience premium rather than higher salaries for new teacher hires. This evidence helps rationalize the role teachers unions play in supporting, and sometimes originating finance lawsuits. 相似文献
18.
Beginning in the early 1990s, states and districts enacted zero-tolerance discipline policies that relied heavily on out-of-school suspensions. Recently, districts nationwide have revised these policies in favor of more tempered disciplinary responses. In 2012–2013, Philadelphia reformed its discipline policy to limit suspensions for nonviolent student misconduct and granted principals greater discretion in responding to more serious occurrences of student misconduct. Employing a difference-in-differences approach, we find that Philadelphia's reform resulted in a modest decline in suspensions for nonviolent infractions in the year of reform; however, total suspensions remained unchanged while serious incidents of student misconduct increased. Further, the truancy rate increased and district math and English language arts achievement declined following the policy reform. These findings should inform policymakers and practitioners on the implications of district-level reforms for suspension usage and the potential consequences for student outcomes. 相似文献
19.
《Contemporary educational psychology》2005,30(1):81-95
Standardized testing has been implemented in most school districts as part of an effort to improve student achievement in mathematics, reading, science, and English. There have been heated debates as to the effects of these improvement efforts on student achievement. In studying these issues, it is important to examine longitudinal growth patterns for individuals. In most of the studies, however, there is a lack of empirical data at the individual student level or the studies are cross-sectional in nature. The current study attempts to examine growth patterns of student math achievement between 1997 and 2000 and individual differences in growth patterns. MDS exploratory growth modeling was used in the investigation based on data from 716 students in a single school district. Individual differences in growth rates were found. Disadvantaged (limited English proficiency and special education) students had lower initial achievement levels and did not seem to be catching up to other students because their average growth rates were similar to those of other students. These results are discussed in light of recent school reform efforts and the goal of closing achievement gaps. 相似文献
20.
Since 1999, Slovenia has been in the process of introducing nine years of compulsory education to replace the previous eight-year system of compulsory education. Under the new system, the school entry age is six years rather than the former seven years. This reform of the system necessitated a number of other changes, such as those relating to the curriculum and teaching approaches. The purpose of this study was to compare the “new” Slovenian science curriculum with the “old” to ascertain if different relationships exist between the two in terms of achievement and gender, attitudes toward science, and the amount of experimental work undertaken by students in school. Data from the IEA TIMSS 2003 study were used to analyze these relationships. The analyses employed basic statistics and log-linear modeling of the effects of gender, school system, amount of experimental work in school, and students’ science achievement. Compared to students taught under the old curriculum, students taught under the new curriculum performed slightly better on the overall science test. A large decrease in gender differences in achievement was also apparent. The relationship between experimental work and achievement strengthened. Conducting experiments at every lesson related to lower student achievement, while conducting experiments during half of the science lessons related to higher achievement. These findings have a clear message for teachers and policymakers. A moderate amount of time devoted to student experimental work seems to raise science achievement of students as well as promote more positive attitudes toward learning science. 相似文献