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The Effect Of Measured School Inputs On Academic Achievement
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Book Synopsis The Effect of Measured School Inputs on Academic Achievement by : Susanna Loeb
Download or read book The Effect of Measured School Inputs on Academic Achievement written by Susanna Loeb and published by . This book was released on 1995 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study presented here uses data from the NORC General Social Surveys to explore the effects of measurable school characteristics on student achievement. What separates this study from many others is the use of aggregate data on older cohorts, usually associated with research on the influence of school inputs on earnings. Earnings studies have tended to find substantial effects, while much of the research on achievement using contemporary, cross-sectional data has not. We find substantively large effects, similar in size to those found in many earnings-focused studies. In this way, our results point to the importance of aggregation and cohort effects in modeling the relationship between school inputs and student outcomes. The level of data aggregation, in particular, appears important, bringing into question causal interpretations of the results of studies using aggregate data to assess school input effects.
Book Synopsis Overview of Measuring Effect Sizes by : Don Boyd
Download or read book Overview of Measuring Effect Sizes written by Don Boyd and published by . This book was released on 2008 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of value-added models in education research has expanded rapidly. These models allow researchers to explore how a wide variety of policies and measured school inputs affect the academic performance of students. An important question is whether such effects are sufficiently large to achieve various policy goals. Judging whether a change in student achievement is important requires some meaningful point of reference. In certain cases a grade-equivalence scale or some other intuitive and policy relevant metric of educational achievement can be used. However, this is not the case with item response theory (IRT) scale-score measures common to the tests usually employed in value-added analyses. In such cases, researchers typically describe the impacts of various interventions in terms of "effect sizes", although conveying the intuition of such a measure to policymakers often is a challenge. This paper provides an overview of measuring effect sizes and explains the effect of measurement error. (Contains 2 tables and 6 notes.).
Book Synopsis Measuring Effect Sizes by : Donald Boyd
Download or read book Measuring Effect Sizes written by Donald Boyd and published by . This book was released on 2008 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: Value-added models in education research allow researchers to explore how a wide variety of policies and measured school inputs affect the academic performance of students. Researchers typically quantify the impacts of such interventions in terms of "effect sizes", i.e., the estimated effect of a one standard deviation change in the variable divided by the standard deviation of test scores in the relevant population of students. Effect size estimates based on administrative databases typically are quite small. Research has shown that high quality teachers have large effects on student learning but that measures of teacher qualifications seem to matter little, leading some observers to conclude that, even though effectively choosing teachers can make an important difference in student outcomes, attempting to differentiate teacher candidates based on pre-employment credentials is of little value. This illustrates how the perception that many educational interventions have small effect sizes, as traditionally measured, are having important consequences for policy. In this paper we focus on two issues pertaining to how effect sizes are measured. First, we argue that model coefficients should be compared to the standard deviation of gain scores, not the standard deviation of scores, in calculating most effect sizes. The second issue concerns the need to account for test measurement error. The standard deviation of observed scores in the denominator of the effect-size measure reflects such measurement error as well as the dispersion in the true academic achievement of students, thus overstating variability in achievement. It is the size of an estimated effect relative to the dispersion in the true achievement or the gain in true achievement that is of interest. Adjusting effect-size estimates to account for these considerations is straightforward if one knows the extent of test measurement error. Technical reports provided by test vendors typically only provide information regarding the measurement error associated with the test instrument. However, there are a number of other factors, including variation in scores associated with students having particularly good or bad days, which can result in test scores not accurately reflecting true academic achievement. Using the covariance structure of student test scores across grades in New York City from 1999 to 2007, we estimate the overall extent of test measurement error and how measurement error varies across students. Our estimation strategy follows from two key assumptions: (1) there is no persistence (correlation) in each student's test measurement error across grades; (2) there is at least some persistence in learning across grades with the degree of persistence constant across grades. Employing the covariance structure of test scores for NYC students and alternative models characterizing the growth in academic achievement, we find estimates of the overall extent of test measurement error to be quite robust. Returning to the analysis of effect sizes, our effect-size estimates based on the dispersion in gain scores net of test measurement error are four times larger than effect sizes typically measured. To illustrate the importance of this difference, we consider results from a recent paper analyzing how various attributes of teachers affect the test-score gains of their students (Boyd et al., in press). Many of the estimated effects appear small when compared to the standard deviation of student achievement--that is effect sizes of less than 0.05. However, when measurement error is taken into account, the associated effect sizes often are about 0.16. Furthermore, when teacher attributes are considered jointly, based on the teacher attribute combinations commonly observed, the overall effect of teacher attributes is roughly half a standard deviation of universe score gains--even larger when teaching experience is also allowed to vary. The bottom line is that there are important differences in teacher effectiveness that are systematically related to observed teacher attributes. Such effects are important from a policy perspective, and should be taken into account in the formulation and implementation of personnel policies. An appendix is included. (Contains 34 footnotes, 4 figures, and 9 tables.) ["Overview of Measuring Effect Sizes: The Effect of Measurement Error. Brief 2" (ED508284) was based on this report.].
Book Synopsis Measuring School Performance & Efficiency by : Leanna Steifel
Download or read book Measuring School Performance & Efficiency written by Leanna Steifel and published by Routledge. This book was released on 2013-10-02 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This yearbook focuses on alternative ways to measure how well schools are educating their students, delivering what parents want, and using resources efficiently.
Book Synopsis The Effect of Measured School Imputs on Academic Achievement, Evidence from the 1920S, 1930S and 1940S Birth Cohorts by : Susanna Loeb
Download or read book The Effect of Measured School Imputs on Academic Achievement, Evidence from the 1920S, 1930S and 1940S Birth Cohorts written by Susanna Loeb and published by . This book was released on 1996 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Does Money Matter? by : Gary Burtless
Download or read book Does Money Matter? written by Gary Burtless and published by Brookings Institution Press. This book was released on 2011-02-01 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many believe that American education can only be improved with a sizable infusion of new resources into the nation's schools. Others find little evidence that large increases in spending lead to improvements in educational performance. Do additional school resources actually make any difference? The evidence on this question offers a striking paradox. Many analysts have found that extra school resources play a negligible role in improving student achievement while children are in school. Yet many economists have gathered data showing that students who attend well-endowed schools grow up to enjoy better job market success than children whose education takes place in schools where resources are limited. For example, children who attend schools with a lower pupil-teacher ratio and a better educated teaching staff appear to earn higher wages as adults than children who attend poorer schools. This book, which grew out of a Brookings conference, brings together scholars from a variety of disciplines to discuss the evidence on the link between school resources and educational and economic outcomes. In a lively exchange of views, they debate whether additional spending can improve the performance of the nation's schools. In addition to editor Gary Burtless, the contributors include Eric Hanushek, University of Rochester; James Heckman, University of Chicago; Julian Betts, University of California, San Diego; Richard Murnane, Harvard University; Larry Hedges, University of Chicago; and Christopher Jencks, Northwestern University. Dialogues on Public Policy
Book Synopsis Cognitive Abilities and Educational Outcomes by : Monica Rosén
Download or read book Cognitive Abilities and Educational Outcomes written by Monica Rosén and published by Springer. This book was released on 2016-10-03 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results. The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spent on teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding? This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills.
Author :Committee on the Evaluation of National and State Assessments of Educational Progress Publisher :National Academies Press ISBN 13 :0309524830 Total Pages :302 pages Book Rating :4.3/5 (95 download)
Book Synopsis Grading the Nation's Report Card by : Committee on the Evaluation of National and State Assessments of Educational Progress
Download or read book Grading the Nation's Report Card written by Committee on the Evaluation of National and State Assessments of Educational Progress and published by National Academies Press. This book was released on 1999-01-06 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the late 1960s, the National Assessment of Educational Progress (NAEP)--the nation's report card--has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role. Grading the Nation's Report Card examines ways NAEP can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers specific recommendations and strategies for improving NAEP's effectiveness and utility, including: Linking achievement data to other education indicators. Streamlining data collection and other aspects of its design. Including students with disabilities and English-language learners. Revamping the process by which achievement levels are set. The book explores how to improve NAEP framework documents--which identify knowledge and skills to be assessed--with a clearer eye toward the inferences that will be drawn from the results. What should the nation expect from NAEP? What should NAEP do to meet these expectations? This book provides a blueprint for a new paradigm, important to education policymakers, professors, and students, as well as school administrators and teachers, and education advocates.
Book Synopsis Monitoring School Performance by : J. Douglas Willms
Download or read book Monitoring School Performance written by J. Douglas Willms and published by Routledge. This book was released on 2003-09-02 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.
Book Synopsis School Inputs and Educational Outcomes in North Carolina by : Michael L. Walden
Download or read book School Inputs and Educational Outcomes in North Carolina written by Michael L. Walden and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The relationship between student achievement and school inputs has long been a subject of academic research. The general conclusion of past research is that school inputs, such as the number of teachers relative to pupils, has little impact on student academic outcomes. This paper provides a fresh look at this issue. Seventeen alternative measures of student performance in North Carolina school districts are related to a wide array of school policy inputs and socioeconomic characteristics of students and their families. Both static and dynamic analyses are performed. The key findings are (1) the school policy inputs significantly related to student achievement vary by the measure of student achievement used, (2) the joint contribution of school policy inputs to student achievement is relatively small, and (3) the results differ between the static and dynamic analyses; in particular, changes in the number of teachers relative to the number of pupils in the district have a much stronger association with student achievement in the dynamic analysis. Key Words: public education, student achievement.
Book Synopsis Does Money Matter? by : Gary Burtless
Download or read book Does Money Matter? written by Gary Burtless and published by Brookings Institution Press. This book was released on 2011-02-01 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many believe that American education can only be improved with a sizable infusion of new resources into the nation's schools. Others find little evidence that large increases in spending lead to improvements in educational performance. Do additional school resources actually make any difference? The evidence on this question offers a striking paradox. Many analysts have found that extra school resources play a negligible role in improving student achievement while children are in school. Yet many economists have gathered data showing that students who attend well-endowed schools grow up to enjoy better job market success than children whose education takes place in schools where resources are limited. For example, children who attend schools with a lower pupil-teacher ratio and a better educated teaching staff appear to earn higher wages as adults than children who attend poorer schools. This book, which grew out of a Brookings conference, brings together scholars from a variety of disciplines to discuss the evidence on the link between school resources and educational and economic outcomes. In a lively exchange of views, they debate whether additional spending can improve the performance of the nation's schools. In addition to editor Gary Burtless, the contributors include Eric Hanushek, University of Rochester; James Heckman, University of Chicago; Julian Betts, University of California, San Diego; Richard Murnane, Harvard University; Larry Hedges, University of Chicago; and Christopher Jencks, Northwestern University. Dialogues on Public Policy
Book Synopsis Reader's Guide to the Social Sciences by : Jonathan Michie
Download or read book Reader's Guide to the Social Sciences written by Jonathan Michie and published by Routledge. This book was released on 2014-02-03 with total page 2166 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 2-volume work includes approximately 1,200 entries in A-Z order, critically reviewing the literature on specific topics from abortion to world systems theory. In addition, nine major entries cover each of the major disciplines (political economy; management and business; human geography; politics; sociology; law; psychology; organizational behavior) and the history and development of the social sciences in a broader sense.
Book Synopsis Teacher Shocks and Student Learning by :
Download or read book Teacher Shocks and Student Learning written by and published by World Bank Publications. This book was released on 2005 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers' own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning. "--World Bank web site.
Author :Committee on Physical Activity and Physical Education in the School Environment Publisher :National Academies Press ISBN 13 :0309283140 Total Pages :503 pages Book Rating :4.3/5 (92 download)
Book Synopsis Educating the Student Body by : Committee on Physical Activity and Physical Education in the School Environment
Download or read book Educating the Student Body written by Committee on Physical Activity and Physical Education in the School Environment and published by National Academies Press. This book was released on 2013-11-13 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Book Synopsis The Relationship of School Spending and Student Academic Achievement when Achievement is Measured by Value-added Scores by : Dengke Xu
Download or read book The Relationship of School Spending and Student Academic Achievement when Achievement is Measured by Value-added Scores written by Dengke Xu and published by . This book was released on 2000 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improving Measurement of Productivity in Higher Education by : National Research Council
Download or read book Improving Measurement of Productivity in Higher Education written by National Research Council and published by National Academies Press. This book was released on 2013-01-18 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education is a linchpin of the American economy and society: teaching and research at colleges and universities contribute significantly to the nation's economic activity, both directly and through their impact on future growth; federal and state governments support teaching and research with billions of taxpayers' dollars; and individuals, communities, and the nation gain from the learning and innovation that occur in higher education. In the current environment of increasing tuition and shrinking public funds, a sense of urgency has emerged to better track the performance of colleges and universities in the hope that their costs can be contained without compromising quality or accessibility. Improving Measurement of Productivity in Higher Education presents an analytically well-defined concept of productivity in higher education and recommends empirically valid and operationally practical guidelines for measuring it. In addition to its obvious policy and research value, improved measures of productivity may generate insights that potentially lead to enhanced departmental, institutional, or system educational processes. Improving Measurement of Productivity in Higher Education constructs valid productivity measures to supplement the body of information used to guide resource allocation decisions at the system, state, and national levels and to assist policymakers who must assess investments in higher education against other compelling demands on scarce resources. By portraying the productive process in detail, this report will allow stakeholders to better understand the complexities of-and potential approaches to-measuring institution, system and national-level performance in higher education.
Book Synopsis Latent Variable and Latent Structure Models by : George A. Marcoulides
Download or read book Latent Variable and Latent Structure Models written by George A. Marcoulides and published by Psychology Press. This book was released on 2014-04-04 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume features cutting-edge topics from the leading researchers in the areas of latent variable modeling. Content highlights include coverage of approaches dealing with missing values, semi-parametric estimation, robust analysis, hierarchical data, factor scores, multi-group analysis, and model testing. New methodological topics are illustrated with real applications. The material presented brings together two traditions: psychometrics and structural equation modeling. Latent Variable and Latent Structure Models' thought-provoking chapters from the leading researchers in the area will help to stimulate ideas for further research for many years to come. This volume will be of interest to researchers and practitioners from a wide variety of disciplines, including biology, business, economics, education, medicine, psychology, sociology, and other social and behavioral sciences. A working knowledge of basic multivariate statistics and measurement theory is assumed.
