Brookings Papers on Education Policy: 2002 PDF Download

Author: Diane Ravitch
Publisher: Brookings Institution Press
ISBN: 9780815718833
Category : Education
Languages : en
Pages : 402

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Book Description
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 fifth annual issue of the series, prominent educators and other social scientists discuss accountability and its consequences for students. Contents include: ¡°Grade Retention and Social Promotion in Texas, 1994-99¡± A. Gary Dworkin, Jon Lorence, Laurence Toenjes, and Antwanette Hill (University of Houston) ¡°Reform, Resistance... Retreat? The Predictable Policies of Accountability in Virginia¡± Frederick Hess (University of Virginia) ¡°School Accountability in California: An Early Evaluation¡± Julian Betts (UC San Diego and Public Policy Institute of California) and Anne Danenberg (Public Policy Institute of California) ¡°Standards and Accountability in Washington State¡± (Paul Hill and Robin Lake (University of Washington) ¡°Volatility in School Test Scores: Implications for Test-Based Accountability Systems¡± Tom Kane (Kennedy School of Government, Harvard University) and Douglas O Staiger (Dartmouth College) ¡°Building a High-Quality Assessment Program: The Philadelphia Example¡± Andy Porter (Wisconsin Center for Education and Research) and Mitchell Chester (Philadelphia School System) ¡°Accountability in Chicago¡± Alfred Hess (Northwestern University)

Author: Frederick M. Hess
Publisher: St. Martin's Press
ISBN: 1250086396
Category : Education
Languages : en
Pages : 274

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Book Description
Forget everything you think you know about school reform. Cutting through the cant, sentiment, and obfuscation characterizing the current school reform debate, Frederick M. Hess lacerates the conventional "status quo" reform efforts and exposes the naivete underlying reform strategies that rest on solutions like class size reduction, small schools, and enhanced professional development. He explains that real improvement requires a bracing regime of common sense reforms that create a culture of competence by rewarding excellence, punishing failure, and giving educators the freedom and flexibility to do their work. He documents the scope of the challenges we face and then provides concrete recommendations for addressing them through reforms to promote accountability, competition, a 21st-century workforce, effective school leadership, and sensible reinvention. Engagingly written and drawing on real world experiences and examples, Common Sense School Reform will generate debate and help set the agenda for the future.

Author: Gary Sykes
Publisher: Taylor & Francis
ISBN: 1135856478
Category : Education
Languages : en
Pages : 1062

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Book Description
Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. For more information on the American Educational Research Association, please visit: http://www.aera.net/.

Author: Jennifer L. Hochschild
Publisher: Oxford University Press
ISBN: 9780195152784
Category : Education
Languages : en
Pages : 301

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Book Description
Examines desegregation, school funding, testing, vouchers, bilingual education, multicultural education, and ability grouping. These seem to be separate problems, but much of the contention over them comes down to the same thing: an apparent conflict between policies designed to promote each student's ability to pursue success and those designed to insure the good of all students or the nation as a whole. The authors show how polices to promote individual success too often benefit only those already privileged by race or class. The book also examines issues such as creationism and afrocentrism.

Author: Susan H. Fuhrman
Publisher: Routledge
ISBN: 1000106365
Category : Education
Languages : en
Pages : 433

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Book Description
The State of Education Policy Research is a comprehensive, insightful evaluation of the strengths and weaknesses of education policy research in the U.S. today. Editors Susan Fuhrman, David Cohen, and Fritz Mosher examine key issues facing policymakers and researchers including race, education equity, teacher quality, early education, privatization, and the politics of education policy. Collectively, the chapters present a complex mosaic of education policy research that integrates the views of policy experts from education, economics, and related disciplines. Important topics discussed in this influential new text include: Politics of education—Covers research on key political groups including teachers’ unions, business roundtables, parent and/or religious advocates, as well as state and federal lawmakers. Race—Discusses race as an issue as well as a non-issue and includes a discussion of the testing gap. State policies— Provides an overview of state policies directed at improving teacher quality and discusses the reality of a teacher shortage. National Trends—Analyzes current trends toward centralization and standardization and the growing influence of federal and state mandates. This book is appropriate for advanced courses in education administration, politics, and policy. It will also appeal to policy researchers in education, economics, and political science, to policy makers at the federal, state, and local levels and to the academic libraries serving them.

Author: Karl L. Alexander
Publisher: Cambridge University Press
ISBN: 9780521793971
Category : Education
Languages : en
Pages : 332

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Book Description
This book is about the practice of grade retention in elementary school, a particularly vexing problem in urban school systems, where upward of half the students may repeat a grade. On the Success of Failure addresses whether repeating a grade is helpful or harmful when children are not keeping up. It describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through high school. In addition to evaluating the consequences of retention, the book describes the cohort s dispersion along many different educational pathways from first grade through middle school, the articulation of retention with other forms of educational tracking (like reading group placements in the early primary grades and course-level assignments in middle school), and repeaters academic and school adjustment problems before they were held back.

Author: Mary B. Klein
Publisher: Nova Publishers
ISBN: 9781600212147
Category : Education
Languages : en
Pages : 208

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Book Description
Teaching is a profession which is so enormous and so packed with significance that the issues related to it have a consistently high ranking with members of society in virtually every public opinion poll. These issues include multicultural education, teacher training and accreditation, burn-out, teaching under conditions particular to a world-wide certain country, student behaviour and preparation, computers in the classroom, parental influence on the teaching process, the changing curriculum and its meaning for teaching, budgetary problems, and a multitude of similar issues. This book presents issues current to the field from educators and researchers from around the globe.

Author: Anne P. Prescott
Publisher: Nova Publishers
ISBN: 9781594549885
Category : Education
Languages : en
Pages : 246

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Book Description
The issue of self-concept is central to the studies and practices of education and psychology. The varying degrees of self-esteem that exist between individuals can offer insight into the varying degrees of health and efficiency that exist for individuals in the worlds of education, family and sport. The research presented in this book are the latest explorations of how self-concept translates into and has an effect on these far reaching and unavoidable aspects of life.

Author: Thomas Kellaghan
Publisher: World Bank Publications
ISBN: 1464805164
Category : Education
Languages : en
Pages : 201

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Book Description
L'évaluation efficace de la performance des systèmes éducatifs est un élément essentiel de la mise au point de politiques visant à optimiser le développement du capital humain dans le monde. Les cinq manuels de la collection Évaluations nationales des acquis scolaires introduisent les concepts clés des évaluations nationales du niveau de performances des élèves, dont les questions politiques à traiter dans la conception et la mise en 'uvre des évaluations ou le développement d'un test, la conception d'un questionnaire, l'échantillonnage, l'organisation et la mise en 'uvre de la collecte de données, le nettoyage et l'analyse statistique des données, la rédaction de rapports et l'exploitation des résultats pour améliorer la qualité de l'éducation. Qu'apprennent les élèves ' Dans le monde, les gouvernements qui aspirent à améliorer la qualité de l'éducation se tournent vers les évaluations nationales pour obtenir ces informations si précieuses dans les domaines clés des programmes de cours. La capacité à mener des évaluations nationales s'est remarquablement renforcée ces dernières années, mais l'utilisation généralisée des conclusions n'a pas suivi. Ce manuel vise à démontrer la valeur essentielle de ces données et à assister les pays dans l'exploitation des connaissances issues des évaluations nationales. Communiquer et utiliser les résultats d'une évaluation nationale des acquis scolaires recense les principaux facteurs qui affectent l'utilisation des constatations des évaluations nationales. Ceux-ci comprennent le contexte politique dans lequel une évaluation est menée, la nature de l'évaluation (sur la base d'un recensement ou d'un échantillon), les responsabilités de chacun vis-à -vis des résultats, et la qualité des instruments d'évaluation. Le manuel décrit le type d'informations requises dans le rapport principal d'une évaluation nationale, et d'autres moyens de communiquer les conclusions aux publics techniques et non techniques. Il énonce les principes généraux à suivre pour traduire les résultats des évaluations nationales dans le cadre de politiques et de mesures, et examine les procédures spécifiques d'utilisation des données dans l'élaboration de politiques, la gestion de l'éducation, l'enseignement et la promotion de la sensibilisation du public. Les thèmes traités dans ce volume sont de nature à intéresser les responsables des politiques, les équipes pédagogiques, les chercheurs et les professionnels du développement.

Author: Douglas S. Reed
Publisher: Oxford University Press
ISBN: 0199838496
Category : Political Science
Languages : en
Pages : 353

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Book Description
Over the past fifty years, the federal government's efforts to reform American public education have transformed U.S. schools from locally-run enterprises into complex systems jointly constructed by federal, state, and local actors. The construction of this federal schoolhouse-an educational system with common national expectations and practices-has fundamentally altered both education politics and the norms governing educational policy at the local level. Building the Federal Schoolhouse examines these issues through an in-depth, fifty-year examination of federal educational policies in the community of Alexandria, Virginia, a wealthy yet socially diverse suburb of Washington, D.C. The epochal social transformations that swept through America in the past half century hit Alexandria with particular force, transforming its Jim Crow school system into a new immigrant gateway district within two generations. Along the way, the school system has struggled to provide quality education for special needs students, and has sought to overcome the legacies of tracking and segregated learning while simultaneously retaining upper-middle class students. Most recently, it has grappled with state and federally imposed accountability measures that seek to boost educational outcomes. All of these policy initiatives have contended with the existing political regime within Alexandria, at times forcing it to a breaking point, and at other times reconstructing it. All the while, the local expectations and governing realities of administrators, parents, politicians, and voters have sharply constrained federal initiatives, limiting their scope when in conflict with local commitments and amplifying them when they align. Through an extensive use of local archives, contemporary accounts, school data, and interviews, Douglas S. Reed not only paints an intimate portrait of the conflicts that the federal schoolhouse's creation has wrought in Alexandria, but also documents the successes of the federal commitment to greater educational opportunity. In so doing, he highlights the complexity of the American education state and the centrality of local regimes and local historical context to federal educational reform efforts.