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The Influence Of High School Graduation Requirement Policy On Student Achievement
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Book Synopsis The Influence of High School Graduation Requirement Policy on Student Achievement by : Peter Meyer Teitelbaum
Download or read book The Influence of High School Graduation Requirement Policy on Student Achievement written by Peter Meyer Teitelbaum and published by . This book was released on 2001 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Minimum Graduation Requirements for College Admissions on High School Student Achievement by : Patrick J. Krumholz
Download or read book The Impact of Minimum Graduation Requirements for College Admissions on High School Student Achievement written by Patrick J. Krumholz and published by . This book was released on 2011 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study examines the 2003 Colorado Commission on Higher Education's (CCHE) policy requiring minimum course requirements for entrance into a Colorado tow-year or four-year public college or university"--leaf iv.
Book Synopsis The Implementation and Effects of High School Graduation Requirements by : William H. Clune
Download or read book The Implementation and Effects of High School Graduation Requirements written by William H. Clune and published by . This book was released on 1989 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Public Policy and Higher Education by : Edward P. St. John
Download or read book Public Policy and Higher Education written by Edward P. St. John and published by Routledge. This book was released on 2013 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Amid changing economic and social contexts, radical changes have occurred in public higher education policies over the past three decades. Public Policy and Higher Educationprovides readers with new ways to analyze these complex state policies and offers the tools to examine how policies affect students’ access and success in college. Rather than arguing for a single approach, the authors examine how policymakers and higher education administrators can work to inform and influence change within systems of higher education using research-based evidence along with consideration of political and historical values and beliefs. Special Features: Case Studies—allow readers to examine strategies used by different types of colleges to improve access and retention. Reflective Exercises—encourage readers to discuss state and campus context for policy decisions and to think about the strategies used in a state or institution. Approachable Explanations—unpack complex public policies and financial strategies for readers who seek understanding of public policy in higher education. Research-Based Recommendations—explore how policymakers, higher education administrators and faculty can work together to improve quality, diversity, and financial stewardship. This textbook is an invaluable resource for graduate students, administrators, policymakers, and researchers who seek to learn more about the crucial contexts underlying policy decisions and college access.
Author :Nicholas Montgomery Publisher :Consortium on Chicago School Research ISBN 13 :9780981460475 Total Pages :60 pages Book Rating :4.4/5 (64 download)
Book Synopsis Passing Through Science by : Nicholas Montgomery
Download or read book Passing Through Science written by Nicholas Montgomery and published by Consortium on Chicago School Research. This book was released on 2010 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines the effects of increasing science course-taking requirements in the Chicago Public Schools. CPS has been at the forefront of the national movement to require a college-preparatory curriculum for all high school students. In 1997, CPS mandated that all entering ninth-graders take a college-preparatory curriculum in high school, including three years of science coursework. This policy change occurred several years before many states raised their science requirements and eight years before the State of Illinois instituted a more modest increase (from one to two years). The previous CPS coursework policy required just one science credit; the new policy required students to take a minimum of the following courses: earth science or environmental science, biology or life science, and chemistry or physics. To examine the impact of this curriculum policy change, this report compares outcomes for cohorts of students in Chicago before and after the 1997 policy was enacted. While the new requirements did lead to increased science course completion, the authors found little evidence of additional science learning or improved college outcomes. Three appendices are included: (1) Research Methodology; (2) Supplementary Tables; and (3) Survey Measures on Instruction. (Contains 8 tables, 14 figures and 54 endnotes.) [This report was written with Macarena Correa.].
Book Synopsis A Report on High School Graduation Requirements and Enrollment Patterns in High School Vocational Education Programs in the United States by : Nevin R. Frantz
Download or read book A Report on High School Graduation Requirements and Enrollment Patterns in High School Vocational Education Programs in the United States written by Nevin R. Frantz and published by . This book was released on 1986 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Advancing Education Productivity by : Herbert J. Walberg
Download or read book Advancing Education Productivity written by Herbert J. Walberg and published by IAP. This book was released on 2006-07-01 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most of the research contained in this book was supported by grants to the individual authors from the American Educational Research Association Grants Program.
Book Synopsis The Effects of the California High School Exit Exam Requirement on Student Achievement, Persistence, and Graduation by : Sean F. Reardon
Download or read book The Effects of the California High School Exit Exam Requirement on Student Achievement, Persistence, and Graduation written by Sean F. Reardon and published by . This book was released on 2009 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this paper, the authors estimate the effect of a high school exit exam requirement (relative to no requirement) on students' academic achievement, persistence in high school, and graduation rates. They are particularly interested in the effects of the policy on the students who have low initial skill levels in high school. The study is based on data from four large California districts--Fresno, Long Beach, San Diego, and San Francisco Unified School Districts--to investigate the effects of failing the California High School Exit Exam. These are four of the eight largest school districts in California, collectively enrolling over 110,000 new high school students (about 5.5 percent of high school students in the state) annually. They use three years of longitudinal data from students who were in 10th grade in the Spring of 2003, 2004, 2005, 2006 (i.e., they use data from 2003-2008).
Book Synopsis High School Graduation Requirements and Students with Disabilities. Developments in Secondary Education and Transition. Information Brief. Vol. 4 by : David R. Johnson
Download or read book High School Graduation Requirements and Students with Disabilities. Developments in Secondary Education and Transition. Information Brief. Vol. 4 written by David R. Johnson and published by . This book was released on 2005 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation requirements vary from state to state and district to district across the United States. These requirements establish criteria that students must meet in order to obtain diplomas or certificates of completion. An increasingly common graduation requirement is the achievement of a passing score on an exit exam, a practice often referred to as high-stakes testing. With the implementation of the No Child Left Behind Act (NCLB) signed into law by President George W. Bush in 2002, schools are required to test students to document their academic progress. Schools have also been mandated by this legislation to increase rates of graduation. To comply with the Individuals with Disabilities Education Act (IDEA), states must include all students in achievement testing, including students with disabilities. Policy makers hold varying opinions about what should be required for graduation from high school, whether the same requirements should apply to all students, and how these requirements should be determined. The area of high-stakes testing fosters debate, with individuals on both sides presenting reasoned arguments. A study was conducted in which representatives from all states were asked how their state determines graduation requirements and the role that high-stakes testing played in those requirements. Information specifically pertaining to students with disabilities was also collected. The viewpoints of both proponents and opponents of high-stakes testing are presented in the study, and the findings of that study are summarized in this brief.
Book Synopsis The Role of End-of-course Exams and Minimum Competency Exams in Standard-based Reforms by : John Bishop
Download or read book The Role of End-of-course Exams and Minimum Competency Exams in Standard-based Reforms written by John Bishop and published by . This book was released on 2000 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Research in Education Finance and Policy by : Helen F. Ladd
Download or read book Handbook of Research in Education Finance and Policy written by Helen F. Ladd and published by Routledge. This book was released on 2014-12-17 with total page 693 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.
Book Synopsis Handbook of Research on Science Education by : Sandra K. Abell
Download or read book Handbook of Research on Science Education written by Sandra K. Abell and published by Psychology Press. This book was released on 2007 with total page 1346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Indhold: Part I: Science Learning. Part II: Culture, Gender, Society, and Science Learning. Part III: Science Teaching. Part IV: Curriculum and Assessment in Science. Part V: Science Teacher Education.
Book Synopsis Sociology of Education by : James Ainsworth
Download or read book Sociology of Education written by James Ainsworth and published by SAGE Publications. This book was released on 2013-04-11 with total page 1057 pages. Available in PDF, EPUB and Kindle. Book excerpt: The sociology of education is a rich interdisciplinary field that studies schools as their own social world as well as their place within the larger society. The field draws contributions from education, sociology, human development, family studies, economics, politics and public policy. Sociology of Education: An A-to-Z Guide introduces students to the social constructions of our educational systems and their many players, including students and their peers, teachers, parents, the broader community, politicians and policy makers. The roles of schools, the social processes governing schooling, and impacts on society are all critically explored. Despite an abundance of textbooks and specialized monographs, there are few up-to-date reference works in this area. Features & Benefits: 335 signed entries fill 2 volumes in print and electronic formats, providing the most comprehensive reference resource available on this topic. Cross-References and Suggestions for Further Reading guide readers to additional resources. A thematic "Reader's Guide" groups related articles by broad topic areas as one handy search feature on the e-Reference platform, which also includes a comprehensive index of search terms, facilitating ease of use by both on-campus students and distance learners. A Chronology provides students with historical perspective on the sociology of education.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Leadership and Administration for Special Education by : Jean B. Crockett
Download or read book Handbook of Leadership and Administration for Special Education written by Jean B. Crockett and published by Routledge. This book was released on 2012 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together for the first time research informing leadership practice in special education from preschool through transition into post-secondary settings. It provides comprehensive coverage of 1) disability policy 2) leadership knowledge, 3) school reform, and 4) effective educational leadership practices. Broader in scope than previous books, it provides in-depth analysis by prominent scholars from across the disciplines of both general and special education leadership. Coverage includes historical roots, policy and legal perspectives, and content supporting collaborative and instructional leadership that support the administration of special education. Comprehensive - This is the first book to integrate the knowledge bases of special education and educational leadership as these fields impact school improvement and the performance of students with disabilities. Chapter Structure - Chapters provide a review of the knowledge base as well as recommendations for special education leadership and future research. Multicultural Focus - Addressing special education leadership within the context of a multicultural society, chapters incorporate content related to the diversity of families, teachers, and students. Expertise - Chapter authors have made significant contributions to the knowledge base in their specific areas of study such as educational policy, special education law and finance, school reform, organizational management, and instructional leadership. This book is a reference volume for scholars, leaders, and policy makers and a textbook for graduate courses in special education, educational administration, and policy studies.
Book Synopsis High School Dropout, Graduation, and Completion Rates by : National Academy of Education
Download or read book High School Dropout, Graduation, and Completion Rates written by National Academy of Education and published by National Academies Press. This book was released on 2011-04-17 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Book Synopsis Rethinking Education and Poverty by : William G. Tierney
Download or read book Rethinking Education and Poverty written by William G. Tierney and published by JHU Press. This book was released on 2015-11-01 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can new ways of thinking about education improve the lives of poor students? In Rethinking Education and Poverty, William G. Tierney brings together scholars from around the world to examine the complex relationship between poverty and education in the twenty-first century. International in scope, this book assembles the best contemporary thinking about how education can mediate class and improve the lives of marginalized individuals. In remarkably nuanced ways, this volume examines education's role as both a possible factor in perpetuating—and a tool for alleviating—entrenched poverty. Education has long been seen as a way out of poverty. Some critics, however, argue that educational systems mask inequality and perpetuate cycles of poverty and wealth; others believe that the innate resilience or intellectual ability of impoverished students is what allows those individuals to succeed. Rethinking Education and Poverty grapples in turn with the ramifications of each possibility. Throughout these compelling, far-reaching, and provocative essays, the contributors seek to better understand how local efforts to reduce poverty through education interact—or fail to interact—with international assessment efforts. They take a broad historical view, examining social, economic, and educational polices from the postWorld War II period to the end of the Cold War and beyond. Although there is no simple solution to inequality, this book makes clear that education offers numerous exciting possibilities for progress.
