Author: David Iwamoto
Publisher:
ISBN:
Category :
Languages : en
Pages : 786

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Book Description

Author: Kenneth A. Rasinski
Publisher: U.S. Government Printing Office
ISBN:
Category : Education
Languages : en
Pages : 128

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Book Description
This study of high school sophomores in 1980 and 1990 compares the experiences of students in the two cohorts, identifying changes in in-school and out-of-school activities, academic achievement, self-concept, values, plans, and aspirations. Similarities and differences between the two groups are documented using data from the National Education Longitudinal Study of 1988 (NELS:88) and High School and Beyond (HS&B, 1980). HS&B and NELS:88 sophomores are marked by basic demographic differences, including the smaller size of the NELS:88 1990 cohort, reflecting the baby bust of the 1970s, and a higher proportion of racial minority and poverty status sophomores in 1990. NELS:88 sophomores also reflect the influence of various waves of school reform since the late 1970s and early 1980s. Overall, the comparison paints a pictures that is in most respects encouraging in its portrayal of the high school academic orientation and postsecondary expectations of the 1990 sophomore class. Positive changes, however, are typically small or moderate in magnitude. Among the findings are: (1) general and college preparatory program placement has increased, at the expense of vocational program placement; (2) patterns of extracurricular participation changed especially in musical activities (31% in 1980 to 22% in 1990) and in hobby clubs (21% in 1980 to 7% in 1990); (3) changes in sophomores giving high importance to particular life values (e.g., marriage and family 83% rating this as very important in 1980, 72% in 1990); (4) small but statistically significant increase in the number of females aspiring to traditionally male-dominated non-professional occupations (15.6% in 1980 versus 18.% in 1990). Sixteen tables and 13 figures present data from the 2 studies. Three appendixes contain information about the survey sample sizes, standard errors, and other methodological and technical information. Appendix A contains an additional 20 data tables. (Contains 46 references.) (SLD)

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 162

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Author: George Washington University
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 884

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Book Description

Author: W. David Stevens
Publisher:
ISBN: 9780978738389
Category :
Languages : en
Pages : 36

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Book Description
Since 2002 the Consortium on Chicago School Research, in collaboration with the Mills College in Oakland, California, has conducted a series of studies on the Chicago High School Redesign Initiative (CHSRI)--a partnership between Chicago Public Schools (CPS), the Gates Foundation, and local Chicago foundations to create approximately two dozen small high schools across the city. This latest report in the CHSRI series describes the practices and characteristics of CHSRI schools with better than expected freshman-year course performance. Drawing on both qualitative and quantitative indicators across a sample of ten CHSRI schools, our analysis identified three conditions found in schools with comparatively high student achievement: strong teacher professional communities, deep principal leadership, and strong teacher influence. In addition, CHSRI schools with high achievement tended to provide a personalized and supportive environment for their students. Through qualitative fieldwork, we also show how these characteristics work together in high achieving schools. Teacher professional communities that engage in collective work on academic improvement are supported by strong leadership in schools. Involved principal leadership is important for organizing and sustaining collective work, while teacher influence helps make it more relevant for schools' staff. Both of these supporting conditions are necessary to make collective work more meaningful. This work highlights that how adults work together in small schools is a crucial factor in raising student achievement. In particular, it suggests that collective work on improving instruction is a key lever for raising achievement. In addition, it points to the benefits of balancing the direction and initiative provided by principals with teacher voice and leadership. Given that reducing size does not automatically lead to such developments, however, schools will need to intentionally focus on creating these key organizational characteristics. Four appendixes include: (1) Description of the Sample; (2) Survey Measures and Factors; (3) Models; and (4) Description of Variables. (Contains 42 endnotes and 8 tables.).

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 620

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Book Description

Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 948

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Book Description

Author: Education Department
Publisher:
ISBN: 9781636710129
Category :
Languages : en
Pages : 346

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Book Description
The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.

Author: Joseph E. Kahne
Publisher:
ISBN:
Category :
Languages : en
Pages : 68

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Book Description
Increasingly, researchers, policymakers, school leaders, and concerned citizens are recognizing that high schools in the United States are in need of major reform. Current research shows that high schools are not preparing students for college, work, or life, and that they are leading to increased alienation among students. In a much-noted speech to the National Governors Association, Bill Gates described high schools as obsolete. He continued, "By obsolete, I don't just mean that our high schools are broken, flawed, and under-funded, although a case could be made for every one of those points. By obsolete, I mean that our high schools, even when they are working exactly as designed, cannot teach our kids what they need to know today." Analysis by Greene and Winters indicates that the national graduation rate for the class of 2002 was 71 percent for public school students, and that only 34 percent of students who entered ninth grade in public schools left school with both a regular diploma and the qualifications to attend a four-year college. The problem is especially severe in large urban high schools, which disproportionately serve students of low socioeconomic status and students of color: of students enrolled as ninth-graders and scheduled to graduate in 2002, only 52 percent of Latino and 56 percent of African-American students ultimately earned a regular diploma. The likelihood of graduating with the abilities and qualifications to even apply to a four-year institution is 40 percent for white students, 23 percent for African-American students, and 20 percent for Latino students. Chicago's public schools reflect these trends. Only 54 percent of the 2000-2001 freshman class graduated in four years. In addition, eleventh-graders in Illinois scored higher than eleventh-graders in Chicago on the 2004 Prairie State Achievement Exam (PSAE). Roderick, Nagaoka, and Allensworth found that only 6.5 percent of 13-year-olds in Chicago's public high schools in 1998 or 1999had graduated from high school within six years, and only about 3 percent of male African-American and Latino students did so. Spurred by such statistics, some educational reformers have proposed that the creation of small schools provides a possible response to impersonal, incoherent, and ineffective "shopping mall" high schools, reversing a 50-year trend based on arguments that small rural schools are less effective than larger comprehensive high schools that can provide students with greater opportunities through an appropriately differentiated curriculum. Reform focused on smaller, more personal schools has been spurred by educators, researchers, and by foundation funding. Energized by these efforts, the city of Chicago and numerous other urban districts are emphasizing the creation of small schools as a key part of their high school improvement strategies. The document includes four appendixes: (A) Description of the Sample; (B) Rasch Analysis; (C) Description of Hierarchical Linear Models for Teacher and Student Survey Measures and Student Outcomes; and (D) Description of Teacher and Student Survey Measures. [This report was written with John Q. Easton. Commentaries are provided by Joseph McDonald and Henry May.].

Author: Samantha Neiman
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 88

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Book Description