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Author : California. State Department of Education. Office of Program Evaluation and Research
Publisher : Unknown
Page : 166 pages
File Size : 43,8 Mb
Release : 1983
Category : Academic achievement
ISBN : STANFORD:36105123634979
Author : Julian R. Betts,Kim S. Rueben,Anne Danenberg
Publisher : Public Policy Instit. of CA
Page : 347 pages
File Size : 50,6 Mb
Release : 2000-02-01
Category : Education
ISBN : 1582130159
Author : Claire Quinlan,California. State Department of Education
Publisher : Unknown
Page : 138 pages
File Size : 49,8 Mb
Release : 1987
Category : Educational surveys
ISBN : UCBK:C031672252
An increase in the number of schools adopting year-round programs prompted this analysis of all year-round education programs in California. Chapter 1, "Introduction to the Study," outlines study organization and calendar scheduling plans. "Design of the Study," chapter 2, describes data obtained from interviews, surveys, databases, site visits, and California Assessment Program files. Chapter 3, "Academic Achievement in Year-round Schools," interprets achievement data. Compared to traditional schools, year-round schools most frequently serve lower socioeconomic communities and have twice as many limited and non-English-speaking students and a larger percentage of minority students. Many schools are not achieving at predicted levels, though single-track schools have the strongest performance. Chapter 4, "Cost Analysis," reveals that increased per-pupil costs compare with those of traditional programs. "Characteristics of the Year-round Education Program," chapter 5, discusses operations and survey results. Teachers experienced better quality instruction and preferred teaching year-round. Students had mixed feelings about school scheduling. Parents' overall satisfaction was positive. The final chapter, "Conclusions and Recommendations," indicates that year-round education is an acceptable alternative. Overcrowding is relieved, new school construction is avoided, and flexible curriculum planning and extended teacher employment are offered. Recommendations are provided to districts and state agencies. Twenty-one tables and 13 figures exhibit data findings; 5 appendices provide survey instruments. (CJH)
Author : Christopher Jepsen,Steven Gary Rivkin
Publisher : Public Policy Instit. of CA
Page : 111 pages
File Size : 42,7 Mb
Release : 2002-05-01
Category : Education
ISBN : 1582130582
Author : Heather Rose,Jon Sonstelie,Peter Richardson
Publisher : Public Policy Instit. of CA
Page : 109 pages
File Size : 49,9 Mb
Release : 2004-06-01
Category : Education
ISBN : 1582130981
Author : Ron Zimmer,Richard J. Buddin,Derrick Chau,Brian Gill,Cassandra Guarino,Laura Hamilton,Cathy Krop,Daniel McCaffrey,Melinda Sandler,Dominic Brewer
Publisher : Rand Corporation
Page : 313 pages
File Size : 44,9 Mb
Release : 1999-06-30
Category : Education
ISBN : 9780833034144
Analyzes an array of issues pertaining to accessibility, student achievement, governance, and operation of charter schools in California. Four specific research questions were investigated: (1) What population of students attends charter schools? (2) Is student achievement higher in charter schools than in conventional public schools? (3) What oversight and support do the chartering authorities provide? (4) How do charter schools differ from their conventional public school counterparts in terms of their operation, including finances, academic achievement, and staffing?
Author : Jon Sonstelie,Peter Richardson
Publisher : Public Policy Instit. of CA
Page : 250 pages
File Size : 54,6 Mb
Release : 2001
Category : Education
ISBN : 9781582130347
Author : Julian R. Betts
Publisher : Public Policy Instit. of CA
Page : 221 pages
File Size : 55,8 Mb
Release : 2006
Category : Academic achievement
ISBN : 9781582131146
Author : Christopher Jencks,Meredith Phillips
Publisher : Brookings Institution Press
Page : 546 pages
File Size : 41,9 Mb
Release : 2011-01-01
Category : Education
ISBN : 0815746113
" The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Author : California. Department of Education
Publisher : Unknown
Page : 60 pages
File Size : 41,9 Mb
Release : 1998
Category : Academic achievement
ISBN : UCR:31210020961445
Author : Anonim
Publisher : Public Policy Instit. of CA
Page : 23 pages
File Size : 40,5 Mb
Release : 2024-07-03
Category : Electronic
ISBN : 8210379456XXX
Author : Randolph E. Ward,Mary Ann Burke, Editor
Publisher : Corwin Press
Page : 145 pages
File Size : 48,5 Mb
Release : 2004-02-03
Category : Education
ISBN : 9781483362557
Focus on improving achievement, aligning teaching and learning with student performance, creating secure facilities, and forging links with the community with this excellent resource.
Author : California. Department of Education. Professional Development Task Force
Publisher : Hippocrene Books
Page : 96 pages
File Size : 41,7 Mb
Release : 2002
Category : Professional education
ISBN : CORNELL:31924089474799
Author : Anne Danenberg,Christopher Jepsen,Pedro Cerdán-Infantes,Public Policy Institute of California
Publisher : Public Policy Instit. of CA
Page : 75 pages
File Size : 46,9 Mb
Release : 2002-09-01
Category : Education
ISBN : 1582130604
Author : California. State Department of Education
Publisher : Unknown
Page : 76 pages
File Size : 45,5 Mb
Release : 1987
Category : Education
ISBN : UCBK:C035502583