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From page 259... ... Index A Assessment of schools classroom-specific, 24 Accelerated Schools Project, 235-237 criteria for performance indicators, Access, 117-118 197-198 college enrollment, 150 cross-school comparison, 18, 207-210 minority enrollment trends, 158, 226 dependent/independent variables, 23-25 preschool enrollment, 148 examples of school-based management, quality schools, 134 79-93 secondary school enrollment, 148-150 gain indicator, 216-218 trends, 148 implementing performance-based Accountability system, 48-49 assessment-based, 171, 188-189, implications of flawed practice, 191-192 218-219 average test score assessment, 213-214, inadequacies in, 21-22 221 management factors, 106-108 of school administration, 133-134 measures for, 148 in school-based management, 76, reform outcomes, 21 100-101 standards for, 7-8, 12 of teachers, 131-133, 137 for systemic reform, 5, 24-25 test design and analysis for, 176-178 techniques, 199 unmeasured outcomes and, 176 See also School performance; value-added assessment, 202 Value-added assessment Active learning, 235 Assessment of students Adaptability, 234-235 adjustment of test scores, 179-180 Advanced Placement tests, 16 as basis for educational reform, Algebra, 16 173-174 259 Read the entire page →
From page 260... ... 260 Index conceptual and technical development, Clinton administration, 9-14 172-174 College(s) for educator accountability, 171-172, admission standards for teachers, 119 191-192 admissions criteria, 129, 133 evaluation of system for, 190-191 attainment trends, 1, 2-3 improving test design for, 186-189 employment outcomes related to, 55-73 level indicators, 199 enrollment trends, 150 limitations, 103-104, 172, 178-180 student loans, 9-11 negative effects on teaching, 184-186 Cost-benefit analysis, 6, 8, 41 role of achievement tests, 174-176 dropout prevention, 229-231 system design, 189-190 interventions with at-risk populations, in systemic school reform, 5 232-233 test design and analysis, 176-178 preschool programs, 231-232 thinking skills, 176 Creaming, 185-186, 219, 220 At-risk students Criminal behavior, 154 accelerated schools for, 235-237 prospects for at-risk students, 228 cost-benefit analysis, 229-233 school trends, 158-160 definition and characteristics of, Curriculum design 225-226 depth of content, 16 patterns of poverty, 227 in performance-based incentive preschool interventions for, 231-232 systems, 49 resource allocation for, 228-229 in school-based management, 77 significance of, 226 student capacity to learn, 15-16 social outcomes, 227-228 trends, 227 D Dade County, Florida, 82-90 B Dropout rate, 148-150, 153, 226 Board certification for teachers, 255 economic outcomes, 230-231 Britain high school interventions, 229-231 access to education, 117-118 preschool intervention, 231-232 examination system, 128-129, 137 Drugs in schools, 159-160 secondary school admissions, 134-135 spending on education, 121-122 student achievement in, 112-116 E student body diversity, 116-117 Economic analysis teacher accountability, 137 as basis for reform effort, 29-30 teaching practice, 122-125 of educational issues, 142-143 teaching profession, 118-121 of human capital, 1-2 implications of at-risk student populations, 227-228 C lack of, in reform effort, 8 Class size measures for school assessment, 23 international comparison, 121 outcomes for high-school dropouts, resource efficiency and, 6-7 230-231 spending to decrease, 151 potential for crisis in school system, 35 student performance and, 22, 38 Read the entire page →
From page 261... ... , 3, 4, 6, 172-173 G academic standards, 13-14, 20 Gender issues, 58-59, 153 reauthorization, 12-14, 18-19 General Educational Development (GED) state autonomy, 19 certificate, 150 systemic school reform and, 5 Goal setting Title I, 13-14, 173 adaptability in, 234-235 Employment and income choice of specialization, 139-140 career decisions of teachers, 242-250 goal achievement and, 30, 135-137 cohort patterns, 57-58 for performance-based incentives, educational attainment and, 31, 32, 53, 103-104, 105 73 qualities of efficient organizations, 234 employer hiring behaviors, 133 for systemic reform, 5 employment opportunities for teachers, Goals 2000, 6 247, 248 academic standards, 12, 20 income trends, 161, 162 criticism of, 3-4 labor market shifts, 54, 153-154 goals of, 3, 12 occupational shifts related to rationale, 18-19 educational attainments, 66-72 resource allocation, 14 prospects for at-risk students, 227-228 systemic school reform and, 5 prospects for high-school dropouts, underlying assumptions of, 46-47 230-231 Grading on curve, 12, 130 quantification of human capital investment, 2 relative wages related to educational H attainments, trends in, 55-62 Head Start, 148, 164, 166 student preparation for labor market, Health care, school-based, 166 153-154 High school Read the entire page →
From page 262... ... 262 Index attainment trends, 1, 2-3 benefits for individual, 31 competitive admissions, 134 community economic status and, enrollment trends, 148-150 162-163 international comparison, 111, 141-142 cost-benefit analysis, 6 interventions with at-risk students, distribution of spending, 121-122, 151 229-231 expenditures per pupil, 23, 33, 35, 121, occupational education and training, 151, 162-163 11-12 international comparison, 121 teacher compensation, 119 as investment in human capital, 1-2 teacher training, 119, 121 macroeconomic considerations, 32 policymaking environment, 4 preventive interventions with at-risk I students, 229-233 Improving America's Schools Act, 12-14 scope of economic analysis, 31 Information management significance of at-risk population, 226 data needs for value-added assessment, social rationale, 31, 151-154 204-205, 206-207, 210-211, 220-221 trends, 30, 33-40, 150-151 needs of efficient organizations, 234 Investment in human capital for school-based management, 106 vs. investment in tangible assets, 2 International Association for the Evaluation of Educational Achievements, findings of, 112-116 J International comparisons Jones, Adele, 132 access to quality education, 134 economic competition, 32-33 educational spending, 121-122 L examination systems, 128-129 Language issues, 158 extent of student performance Level indicators, 199, 218-219 differences, 111, 112-116 external assessment, 133-134 possible causes of student performance M differences, 116-125 Minimum competency testing, 173 redoublement/repeating a grade, Monroe County, Florida, 90-92 137-139 Motivation to learn secondary school admissions, 134-135 peer group norms, 130-131 significant features of European standards of external exams and, practice, 141-143 135-137 standard setting for external exams, teacher qualities related to, 17 135-137 threat of repeating a grade, 138-139 student assessment, 112 student engagement, 124-125 N student performance, 35-36 student time on task, 122-124 National Board for Professional Teaching teaching environment, 131-133 Standards, 255 teaching profession, 118-121 National Education Goals. Read the entire page →
From page 263... ... , 4, 6, 8, 171 criteria for, as assessment indicators, Parents and families of students 197-198 characteristics of at-risk students, criterion-referenced/norm-referenced, 226-227 173 community-family partnerships, current conceptualization, 174 163-164 decentralized decision-making for, 126 ethnic differences, 158 equality in implementation, 20 influence on child outcomes, 154-155, in ESEA, 13-14, 20 157 federal guidelines, 20 participation in educational system, in Goals 2000, 12, 20 99-102 high-quality examples, 20 school-based training programs for, 166 incentives to lower, 131-132 school-family partnerships, 164 performance-based incentives and, 47, single parent families, 161-162 103 trends related to school performance, political environment, 135 160-162 prospects for, as assessment indicators, in value-added assessment model, 188-189 200-201 school administrator behaviors, 133-134 working mothers, 160 signaling effects, 125-129 PEER. See Panel on the Economics of state and local autonomy, 7-8, 14-15, Education Reform 19, 20 Performance-based incentives, 7, 41-43 for systemic reform, 20 basic features, 42-43 for teacher training, 253 with disadvantaged students, 46 for Title I students, 13-14, 173 distortion problems, 104 Philadelphia, Pennsylvania, 92 in efficient organizations, 234 Policymaking evaluation of effectiveness, 44, 45 assessment-based, 173 Read the entire page →
From page 264... ... 264 Index attracting skilled teachers, 250-256 diversity of student body as based on flawed indicators, 218-219 performance factor, 116-117 Clinton administration, 9-14 dropout rate, 150, 153, 226 economic considerations, 4 economic trends, 161 implementation through incentive, 7-8 education majors, 247 political environment of standard English as second language, 158 setting, 135 income related to educational value-added assessment, 204 attainment, 58-59 Praxis I/II, 246 labor market correlations, 54 Preschool enrollment, 148, 155, 166 minority enrollment trends, 158, 226 long-term benefits, 231-232 parenting styles, 158 Primary school peer group influences on academic international comparison of student performance, 130 performance, 111, 116 Reform efforts teacher compensation, 120 assessment-based accountability as Private-public partnerships basis for, 173-174 community-family, 163-164 assessment systems for, 171-172 effectiveness, 165-166 of Clinton administration, 9-14 objectives, 147 community-family partnerships for, in performance-based incentive 163-164 systems, 49 community involvement, rationale for, prospects, 166 154-157 rationale, 154-157 economic analysis for, 8, 29-30 school-community, 164-165 effects on educational outcomes, 21 school-family, 164 experimental research for, 44 tradition, 147 goal setting, 5 trends, 147 incentive-based, 7-8, 41-43 Production function. See School obstacles to, 18, 45-46 performance political context, 142 Productivity prospects, 49-50, 142 educational factors in, 32-33 recent history, 3-4, 29 implications of at-risk student school-based management, 76-79 populations, 227-228 school-community partnerships for, international comparison, 32 164-165 Property rights, 1 school-family partnerships for, 164 significance of European practice, 141-143 Q spending reform for, 50 Quality of education spending trends, 151 access, 134 See also Systemic school reform economic outcomes and, 32-33 Repeating a grade, 137-139 Resource allocation and use adaptability, 234-235 R for at-risk populations, 228-229 Race/ethnicity class size and, 6-7 academic performance, 36-37, 150, 153 current inefficiency, 30, 40-41 at-risk populations, 226-227 economic analysis of schools, 6 Read the entire page →
From page 265... ... INDEX 265 educational spending trends, 150-151 authority structure, 77-78, 80-81 for implementing school-based evaluation criteria, 93, 106-107 management, 78, 81 examples of implementation, 79-80 meaning of efficiency in, 41 expertise of participants in, 99-100 measurement techniques, 23 information needs, 106 motivation for efficiency, 39 objectives, 79, 81 non-instructional salary expenditures, parental participation, 99-102 35, 121-122 participants in decision-making, 99 qualities of efficient organizations, performance-based incentives in, 93, 233-235 98, 103, 105-106 recommendations for reform, 50 rationale for, 75-76, 98-103 school performance and, 23-24 research needs, 93, 97-98, 106-108 for special needs students, 4-5 resources for implementation, 78, 81 state and local decision-making, 14, 15 socioceconomic setting, 100-102, 107 for systemic reform, 5 student outcomes, 80, 81-93, 98, 102, use of teacher's time in school-based 103 management, 102 teacher autonomy in, 99 teacher participation in, 99, 100 School choice S at-risk students and, 237 SATs effects of flawed assessment data, performance trends, 150 218-219 scores of education majors, 244 as incentive for student performance, 7 School administration student performance and, 134-135 accountability, 133-134 School performance adaptability, 234-235 class size and, 6-7, 22 autonomy, 8 community inputs, trends in, 162-163 cost of, 35 community outcomes affected by, 157 limitations of decentralized economic analysis, 142-143 decision-making, 98-103 family inputs, trends in, 160-162 local political environment, 107 incentives for, 7, 40 obstacles to assessment, 106-108 measurement, 7, 21-25 parental involvement, 99-102 outcome-based incentives for, 41-43 participatory decision-making, 17, public knowledge, 133-134 44-45 social trends related to, 157-160 performance-based contracts for student outcomes affected by, 155 teachers, 7 teacher training and, 7 performance-based incentives for trends, 148-150, 157-158 improving, 7 See also Assessment of schools; qualities of efficient organizations, Value-added assessment 233-235 School-to-Work Act, 11-12 rationale for district-level governance, Single-parent families, 161-162, 227 75 Sociocultural factors student performance linkage, 107 commitment to education, 111-112 See also School-based management discouragement of student performance, School-based management 112 accountability in, 100-101 Read the entire page →
From page 266... ... 266 Index public knowledge of school as instrument of accountability, performance, 133-134 171-172 threat of repeating a grade, 138-139 limitations, 178-180 Socioeconomic factors as measure of school performance, in analysis of standardized test 23-24, 199 performance, 177 prospects for external exams, 142 at-risk populations, 226, 227 racial/ethnic differences, 36-37 in child outcomes, 154-157 signaling effects, 125-126 community trends, 162-163 socioeconomic variables, 177 minority student performance, 158 student performance related to system parent participation in educational of, 125-129 system, 100-102 in systemic discouragement of student rationale for investing in education, 31 performance, 112 in school-based management outcomes, for teacher licensing, 245-246 100-102, 107 teaching to the test, 173-174, 181-184, in student performance, 23-24, 36-37, 185, 219 153-154, 226 validity, 188-189, 197-198 students in poverty, 158, 227 variation across tests, 178-179 Special needs students State and local decision-making expenditures, 23 for implementing incentive-based in performance-based incentive system, 48-49 systems, 46, 49 implementing value-added assessment, resource allocation, 4-5 220-221 See also At-risk students rationale for centralized school Specialization, student, 139-140 governance, 75 Standardized testing regulatory relief, 14 achievement related to difficulty of, resource use, 14 135-137 for setting performance standards, 7-8, adjustment of test scores, 179-180 14-15, 19, 20 aggregate/average scores, limitations of, student performance outcomes and, 21 199, 213-218, 221 in systemic school reform, 13, 14-15, appropriate use of, for assessment, 18-19 189-193 Statewide Systemic Initiative, 19 assessment goals, 174-176 Student aid, 9-11 conceptual and technical development, Student performance 172-174 academic standards for Title I students, control of test-taking pool, 185-186, 13-14 219 academic standards of Goals 2000, 12 corruptibility, 180, 198 access to education and, 117-118 curriculum-based, 126 achievement related to external degradation of instruction as result of, standards, 135-137 184-186 capacity to learn, 15-16 design and analytical methods, 176-178 causes of international disparities, improving design and administration of, 116-125 186-189 class size and, 22, 38-39 inflation of scores, 181-184, 186-187 classroom engagement and, 124-125 college acceptance criteria, 129 Read the entire page →
From page 267... ... See Class size quality of trainees, 247-248 Systemic school reform student performance and, 22-23, 38 assessment techniques for, 24-25 subject matter expertise, 119 basic concepts, 4-5, 14-15 for systemic school reform, 5, 17, 20 conditions for success, 19-20 trends, 7 implementation, 15, 19 Teaching practice policymaking environment, 6 accountability of teachers, 131-133, 137 program coordination for, 13 active learning, 235 rationale, 5, 18-19 employment trends, 247 research base for, 5-6, 15-18 international comparisons, 122-125 state and local autonomy, 14-15 measures of quality, 242-243 Read the entire page →
From page 268... ... 268 Index negative effects of test-based benchmark measures, 201 accountability, 184-186 conditional mean format, 201-202 participation in administration, 17 control variables, 210-211 in performance-based incentive current implementation, 220 systems, 104 data collection for, 204-205, 206-207, predictors of effectiveness, 242 210-211, 220-221 in school-based management system, external school inputs, 203 99, 100, 102 heterogeneous slope models, 211-214 student engagement, 124-125 intrinsic performance indicators, student performance and, 17, 22, 241 202-204, 206 student time on task, 122-124 predicted mean method, 201 support for, 20 public understanding of, 205 for systemic school reform, 17-18 rationale, 172 teacher autonomy, 99 reliability, 211 teaching to the test, 173-174, 181-184, role of, 198 185, 219 sample size, 204 work loads, international comparison, school performance expectations and, 120-121 219-220 Teen pregnancy/parenting, 154, 158, 162 standard error, 211 school-based programs for, 166 statistical techniques, 199-205 Title I program, 13-14, 173 total performance indicator, 201, 202 Type A indicator, 201 V underlying assumptions, 209-210 vs. average test score assessment, Value-added assessment, 7, 44, 172, 213-216 221-222 Violence in schools, 158-159 analytical method, 205-210 Read the entire page →

From page 259...

... Index A Assessment of schools classroom-specific, 24 Accelerated Schools Project, 235-237 criteria for performance indicators, Access, 117-118 197-198 college enrollment, 150 cross-school comparison, 18, 207-210 minority enrollment trends, 158, 226 dependent/independent variables, 23-25 preschool enrollment, 148 examples of school-based management, quality schools, 134 79-93 secondary school enrollment, 148-150 gain indicator, 216-218 trends, 148 implementing performance-based Accountability system, 48-49 assessment-based, 171, 188-189, implications of flawed practice, 191-192 218-219 average test score assessment, 213-214, inadequacies in, 21-22 221 management factors, 106-108 of school administration, 133-134 measures for, 148 in school-based management, 76, reform outcomes, 21 100-101 standards for, 7-8, 12 of teachers, 131-133, 137 for systemic reform, 5, 24-25 test design and analysis for, 176-178 techniques, 199 unmeasured outcomes and, 176 See also School performance; value-added assessment, 202 Value-added assessment Active learning, 235 Assessment of students Adaptability, 234-235 adjustment of test scores, 179-180 Advanced Placement tests, 16 as basis for educational reform, Algebra, 16 173-174 259

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From page 260...

... 260 Index conceptual and technical development, Clinton administration, 9-14 172-174 College(s) for educator accountability, 171-172, admission standards for teachers, 119 191-192 admissions criteria, 129, 133 evaluation of system for, 190-191 attainment trends, 1, 2-3 improving test design for, 186-189 employment outcomes related to, 55-73 level indicators, 199 enrollment trends, 150 limitations, 103-104, 172, 178-180 student loans, 9-11 negative effects on teaching, 184-186 Cost-benefit analysis, 6, 8, 41 role of achievement tests, 174-176 dropout prevention, 229-231 system design, 189-190 interventions with at-risk populations, in systemic school reform, 5 232-233 test design and analysis, 176-178 preschool programs, 231-232 thinking skills, 176 Creaming, 185-186, 219, 220 At-risk students Criminal behavior, 154 accelerated schools for, 235-237 prospects for at-risk students, 228 cost-benefit analysis, 229-233 school trends, 158-160 definition and characteristics of, Curriculum design 225-226 depth of content, 16 patterns of poverty, 227 in performance-based incentive preschool interventions for, 231-232 systems, 49 resource allocation for, 228-229 in school-based management, 77 significance of, 226 student capacity to learn, 15-16 social outcomes, 227-228 trends, 227 D Dade County, Florida, 82-90 B Dropout rate, 148-150, 153, 226 Board certification for teachers, 255 economic outcomes, 230-231 Britain high school interventions, 229-231 access to education, 117-118 preschool intervention, 231-232 examination system, 128-129, 137 Drugs in schools, 159-160 secondary school admissions, 134-135 spending on education, 121-122 student achievement in, 112-116 E student body diversity, 116-117 Economic analysis teacher accountability, 137 as basis for reform effort, 29-30 teaching practice, 122-125 of educational issues, 142-143 teaching profession, 118-121 of human capital, 1-2 implications of at-risk student populations, 227-228 C lack of, in reform effort, 8 Class size measures for school assessment, 23 international comparison, 121 outcomes for high-school dropouts, resource efficiency and, 6-7 230-231 spending to decrease, 151 potential for crisis in school system, 35 student performance and, 22, 38

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From page 261...

... , 3, 4, 6, 172-173 G academic standards, 13-14, 20 Gender issues, 58-59, 153 reauthorization, 12-14, 18-19 General Educational Development (GED) state autonomy, 19 certificate, 150 systemic school reform and, 5 Goal setting Title I, 13-14, 173 adaptability in, 234-235 Employment and income choice of specialization, 139-140 career decisions of teachers, 242-250 goal achievement and, 30, 135-137 cohort patterns, 57-58 for performance-based incentives, educational attainment and, 31, 32, 53, 103-104, 105 73 qualities of efficient organizations, 234 employer hiring behaviors, 133 for systemic reform, 5 employment opportunities for teachers, Goals 2000, 6 247, 248 academic standards, 12, 20 income trends, 161, 162 criticism of, 3-4 labor market shifts, 54, 153-154 goals of, 3, 12 occupational shifts related to rationale, 18-19 educational attainments, 66-72 resource allocation, 14 prospects for at-risk students, 227-228 systemic school reform and, 5 prospects for high-school dropouts, underlying assumptions of, 46-47 230-231 Grading on curve, 12, 130 quantification of human capital investment, 2 relative wages related to educational H attainments, trends in, 55-62 Head Start, 148, 164, 166 student preparation for labor market, Health care, school-based, 166 153-154 High school

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From page 262...

... 262 Index attainment trends, 1, 2-3 benefits for individual, 31 competitive admissions, 134 community economic status and, enrollment trends, 148-150 162-163 international comparison, 111, 141-142 cost-benefit analysis, 6 interventions with at-risk students, distribution of spending, 121-122, 151 229-231 expenditures per pupil, 23, 33, 35, 121, occupational education and training, 151, 162-163 11-12 international comparison, 121 teacher compensation, 119 as investment in human capital, 1-2 teacher training, 119, 121 macroeconomic considerations, 32 policymaking environment, 4 preventive interventions with at-risk I students, 229-233 Improving America's Schools Act, 12-14 scope of economic analysis, 31 Information management significance of at-risk population, 226 data needs for value-added assessment, social rationale, 31, 151-154 204-205, 206-207, 210-211, 220-221 trends, 30, 33-40, 150-151 needs of efficient organizations, 234 Investment in human capital for school-based management, 106 vs. investment in tangible assets, 2 International Association for the Evaluation of Educational Achievements, findings of, 112-116 J International comparisons Jones, Adele, 132 access to quality education, 134 economic competition, 32-33 educational spending, 121-122 L examination systems, 128-129 Language issues, 158 extent of student performance Level indicators, 199, 218-219 differences, 111, 112-116 external assessment, 133-134 possible causes of student performance M differences, 116-125 Minimum competency testing, 173 redoublement/repeating a grade, Monroe County, Florida, 90-92 137-139 Motivation to learn secondary school admissions, 134-135 peer group norms, 130-131 significant features of European standards of external exams and, practice, 141-143 135-137 standard setting for external exams, teacher qualities related to, 17 135-137 threat of repeating a grade, 138-139 student assessment, 112 student engagement, 124-125 N student performance, 35-36 student time on task, 122-124 National Board for Professional Teaching teaching environment, 131-133 Standards, 255 teaching profession, 118-121 National Education Goals.

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From page 263...

... , 4, 6, 8, 171 criteria for, as assessment indicators, Parents and families of students 197-198 characteristics of at-risk students, criterion-referenced/norm-referenced, 226-227 173 community-family partnerships, current conceptualization, 174 163-164 decentralized decision-making for, 126 ethnic differences, 158 equality in implementation, 20 influence on child outcomes, 154-155, in ESEA, 13-14, 20 157 federal guidelines, 20 participation in educational system, in Goals 2000, 12, 20 99-102 high-quality examples, 20 school-based training programs for, 166 incentives to lower, 131-132 school-family partnerships, 164 performance-based incentives and, 47, single parent families, 161-162 103 trends related to school performance, political environment, 135 160-162 prospects for, as assessment indicators, in value-added assessment model, 188-189 200-201 school administrator behaviors, 133-134 working mothers, 160 signaling effects, 125-129 PEER. See Panel on the Economics of state and local autonomy, 7-8, 14-15, Education Reform 19, 20 Performance-based incentives, 7, 41-43 for systemic reform, 20 basic features, 42-43 for teacher training, 253 with disadvantaged students, 46 for Title I students, 13-14, 173 distortion problems, 104 Philadelphia, Pennsylvania, 92 in efficient organizations, 234 Policymaking evaluation of effectiveness, 44, 45 assessment-based, 173

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From page 264...

... 264 Index attracting skilled teachers, 250-256 diversity of student body as based on flawed indicators, 218-219 performance factor, 116-117 Clinton administration, 9-14 dropout rate, 150, 153, 226 economic considerations, 4 economic trends, 161 implementation through incentive, 7-8 education majors, 247 political environment of standard English as second language, 158 setting, 135 income related to educational value-added assessment, 204 attainment, 58-59 Praxis I/II, 246 labor market correlations, 54 Preschool enrollment, 148, 155, 166 minority enrollment trends, 158, 226 long-term benefits, 231-232 parenting styles, 158 Primary school peer group influences on academic international comparison of student performance, 130 performance, 111, 116 Reform efforts teacher compensation, 120 assessment-based accountability as Private-public partnerships basis for, 173-174 community-family, 163-164 assessment systems for, 171-172 effectiveness, 165-166 of Clinton administration, 9-14 objectives, 147 community-family partnerships for, in performance-based incentive 163-164 systems, 49 community involvement, rationale for, prospects, 166 154-157 rationale, 154-157 economic analysis for, 8, 29-30 school-community, 164-165 effects on educational outcomes, 21 school-family, 164 experimental research for, 44 tradition, 147 goal setting, 5 trends, 147 incentive-based, 7-8, 41-43 Production function. See School obstacles to, 18, 45-46 performance political context, 142 Productivity prospects, 49-50, 142 educational factors in, 32-33 recent history, 3-4, 29 implications of at-risk student school-based management, 76-79 populations, 227-228 school-community partnerships for, international comparison, 32 164-165 Property rights, 1 school-family partnerships for, 164 significance of European practice, 141-143 Q spending reform for, 50 Quality of education spending trends, 151 access, 134 See also Systemic school reform economic outcomes and, 32-33 Repeating a grade, 137-139 Resource allocation and use adaptability, 234-235 R for at-risk populations, 228-229 Race/ethnicity class size and, 6-7 academic performance, 36-37, 150, 153 current inefficiency, 30, 40-41 at-risk populations, 226-227 economic analysis of schools, 6

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From page 265...

... INDEX 265 educational spending trends, 150-151 authority structure, 77-78, 80-81 for implementing school-based evaluation criteria, 93, 106-107 management, 78, 81 examples of implementation, 79-80 meaning of efficiency in, 41 expertise of participants in, 99-100 measurement techniques, 23 information needs, 106 motivation for efficiency, 39 objectives, 79, 81 non-instructional salary expenditures, parental participation, 99-102 35, 121-122 participants in decision-making, 99 qualities of efficient organizations, performance-based incentives in, 93, 233-235 98, 103, 105-106 recommendations for reform, 50 rationale for, 75-76, 98-103 school performance and, 23-24 research needs, 93, 97-98, 106-108 for special needs students, 4-5 resources for implementation, 78, 81 state and local decision-making, 14, 15 socioceconomic setting, 100-102, 107 for systemic reform, 5 student outcomes, 80, 81-93, 98, 102, use of teacher's time in school-based 103 management, 102 teacher autonomy in, 99 teacher participation in, 99, 100 School choice S at-risk students and, 237 SATs effects of flawed assessment data, performance trends, 150 218-219 scores of education majors, 244 as incentive for student performance, 7 School administration student performance and, 134-135 accountability, 133-134 School performance adaptability, 234-235 class size and, 6-7, 22 autonomy, 8 community inputs, trends in, 162-163 cost of, 35 community outcomes affected by, 157 limitations of decentralized economic analysis, 142-143 decision-making, 98-103 family inputs, trends in, 160-162 local political environment, 107 incentives for, 7, 40 obstacles to assessment, 106-108 measurement, 7, 21-25 parental involvement, 99-102 outcome-based incentives for, 41-43 participatory decision-making, 17, public knowledge, 133-134 44-45 social trends related to, 157-160 performance-based contracts for student outcomes affected by, 155 teachers, 7 teacher training and, 7 performance-based incentives for trends, 148-150, 157-158 improving, 7 See also Assessment of schools; qualities of efficient organizations, Value-added assessment 233-235 School-to-Work Act, 11-12 rationale for district-level governance, Single-parent families, 161-162, 227 75 Sociocultural factors student performance linkage, 107 commitment to education, 111-112 See also School-based management discouragement of student performance, School-based management 112 accountability in, 100-101

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From page 266...

... 266 Index public knowledge of school as instrument of accountability, performance, 133-134 171-172 threat of repeating a grade, 138-139 limitations, 178-180 Socioeconomic factors as measure of school performance, in analysis of standardized test 23-24, 199 performance, 177 prospects for external exams, 142 at-risk populations, 226, 227 racial/ethnic differences, 36-37 in child outcomes, 154-157 signaling effects, 125-126 community trends, 162-163 socioeconomic variables, 177 minority student performance, 158 student performance related to system parent participation in educational of, 125-129 system, 100-102 in systemic discouragement of student rationale for investing in education, 31 performance, 112 in school-based management outcomes, for teacher licensing, 245-246 100-102, 107 teaching to the test, 173-174, 181-184, in student performance, 23-24, 36-37, 185, 219 153-154, 226 validity, 188-189, 197-198 students in poverty, 158, 227 variation across tests, 178-179 Special needs students State and local decision-making expenditures, 23 for implementing incentive-based in performance-based incentive system, 48-49 systems, 46, 49 implementing value-added assessment, resource allocation, 4-5 220-221 See also At-risk students rationale for centralized school Specialization, student, 139-140 governance, 75 Standardized testing regulatory relief, 14 achievement related to difficulty of, resource use, 14 135-137 for setting performance standards, 7-8, adjustment of test scores, 179-180 14-15, 19, 20 aggregate/average scores, limitations of, student performance outcomes and, 21 199, 213-218, 221 in systemic school reform, 13, 14-15, appropriate use of, for assessment, 18-19 189-193 Statewide Systemic Initiative, 19 assessment goals, 174-176 Student aid, 9-11 conceptual and technical development, Student performance 172-174 academic standards for Title I students, control of test-taking pool, 185-186, 13-14 219 academic standards of Goals 2000, 12 corruptibility, 180, 198 access to education and, 117-118 curriculum-based, 126 achievement related to external degradation of instruction as result of, standards, 135-137 184-186 capacity to learn, 15-16 design and analytical methods, 176-178 causes of international disparities, improving design and administration of, 116-125 186-189 class size and, 22, 38-39 inflation of scores, 181-184, 186-187 classroom engagement and, 124-125 college acceptance criteria, 129

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From page 267...

... See Class size quality of trainees, 247-248 Systemic school reform student performance and, 22-23, 38 assessment techniques for, 24-25 subject matter expertise, 119 basic concepts, 4-5, 14-15 for systemic school reform, 5, 17, 20 conditions for success, 19-20 trends, 7 implementation, 15, 19 Teaching practice policymaking environment, 6 accountability of teachers, 131-133, 137 program coordination for, 13 active learning, 235 rationale, 5, 18-19 employment trends, 247 research base for, 5-6, 15-18 international comparisons, 122-125 state and local autonomy, 14-15 measures of quality, 242-243

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From page 268...

... 268 Index negative effects of test-based benchmark measures, 201 accountability, 184-186 conditional mean format, 201-202 participation in administration, 17 control variables, 210-211 in performance-based incentive current implementation, 220 systems, 104 data collection for, 204-205, 206-207, predictors of effectiveness, 242 210-211, 220-221 in school-based management system, external school inputs, 203 99, 100, 102 heterogeneous slope models, 211-214 student engagement, 124-125 intrinsic performance indicators, student performance and, 17, 22, 241 202-204, 206 student time on task, 122-124 predicted mean method, 201 support for, 20 public understanding of, 205 for systemic school reform, 17-18 rationale, 172 teacher autonomy, 99 reliability, 211 teaching to the test, 173-174, 181-184, role of, 198 185, 219 sample size, 204 work loads, international comparison, school performance expectations and, 120-121 219-220 Teen pregnancy/parenting, 154, 158, 162 standard error, 211 school-based programs for, 166 statistical techniques, 199-205 Title I program, 13-14, 173 total performance indicator, 201, 202 Type A indicator, 201 V underlying assumptions, 209-210 vs. average test score assessment, Value-added assessment, 7, 44, 172, 213-216 221-222 Violence in schools, 158-159 analytical method, 205-210

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Index Pages 259-268

Index
Pages 259-268