Brookings papers on education policy

著者

書誌事項

Brookings papers on education policy

Diane Ravitch, editor

Brookings Institution Press, c1998-

  • 1998
  • 1999
  • 2000
  • 2001
  • 2002
  • 2003
  • 2004
  • 2005
  • 2006/2007

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注記

"Sponsored by the Brown Center for Education Policy."

Includes bibliographical references

内容説明・目次

巻冊次

2002 ISBN 9780815702696

内容説明

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: ! DegreesGrade Retention and Social Promotion in Texas, 1994-99!+/- A. Gary Dworkin, Jon Lorence, Laurence Toenjes, and Antwanette Hill (University of Houston) ! DegreesReform, Resistance... Retreat? The Predictable Policies of Accountability in Virginia!+/- Frederick Hess (University of Virginia) ! DegreesSchool 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) ! DegreesStandards and Accountability in Washington State!+/- (Paul Hill and Robin Lake (University of Washington) ! DegreesVolatility in School Test Scores: Implications for Test-Based Accountability Systems!+/- Tom Kane (Kennedy School of Government, Harvard University) and Douglas O Staiger (Dartmouth College) ! DegreesBuilding a High-Quality Assessment Program: The Philadelphia Example!+/- Andy Porter (Wisconsin Center for Education and Research) and Mitchell Chester (Philadelphia School System) ! DegreesAccountability in Chicago!+/- Alfred Hess (Northwestern University)
巻冊次

1998 ISBN 9780815711834

内容説明

What is the state of education in America today? And where is it headed? What is the real state of education in America today? And where is it headed? The Brookings Institution, long noted for its pathbreaking work on education policy, introduces a series of annual volumes that provide the inside story on education's most important issues. In each annual edition, leading experts offer jargon-free, in-depth analyses of a wide range of topics in education, along with fresh ideas, thought-provoking opinions, and invaluable insight. They offer unprecedented access to the policies, decisions, and viewpoints that are shaping our current education system and our plans for the 21st century. Edited by Diane Ravitch, one of the nation's foremost education authorities, Brookings Papers on Education Policy is an indispensable guide to understanding education trends and emerging issues. Brookings Papers on Education Policy: 1998 includes: "An Examination of American Student Achievement from an International Perspective" by Harold Stevenson, University of Michigan "An Assessment of the Scholarly Debate about Achievement" by Lawrence Stedman, State University of New York "Upgrading High School Mathematics and Science" by Andrew Porter, University of Wisconsin, Madison "Uncompetitive American Schools: Causes and Cures" by Herbert Walberg, University of Illinois "Radical Constructivism, Mathematics Education, and Cognitive Psychology" by John Anderson, Lynne Reder, and Herb Simon, Carnegie Mellon University "The Uses and Misuses of Education Research by Policymakers at State and Local Levels" by Tom Loveless, Kennedy School of Government, Harvard University "Standards Outside the Classroom" by Lawrence Steinberg, Temple University "The Extent and Cost of Remediation in Higher Education" by David W. Breneman, University of Virginia School of Education
巻冊次

2006/2007 ISBN 9780815711841

内容説明

Brookings Papers on Education Policy provides the latest thinking from nationally recognized experts on policy issues affecting grades K-12. Tentative contents include: Is Small Really Better? Barbara Schneider (Michigan State University) Optimal Elementary School Size for Effectiveness and Equity Valerie E. Lee (University of Michigan) and Douglas D. Ready (University of Oregon) Class Size and School Size: Taking the Trade-Offs Seriously Douglas Harris (Florida State University) What Have We Learned from Project STAR? Diane Whitmore Schanzenbach (University of Chicago) Policy from the Hip: Class Size Reduction in California Peter Schrag (Sacramento Bee) International Evidence: Effects of Expenditure and Class Size on Student Achievement Ludger Woessmann (University of Munich) The Influence of Project STAR on State and Local Education Policy James Kim (University of California-Irvine)
巻冊次

2001 ISBN 9780815773498

内容説明

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 fourth annual issue of the series, prominent educators and other social scientists discuss standards in education. Contents include: "Incentives and Equity under Standards-Based Reform" Julian R. Betts and Robert M. Costrell "Why Business Backs Education Standards" Milton Goldberg and Susan Traiman "State Academic Standards" Chester Finn Jr. and Marci Kanstoroom "Searching for Indirect Evidence for the Effects of Statewide Reforms" David Grissmer and Ann Flanagan "The Controversy over the National Assessment Governing Board Standards" Mark Reckase "The Role of End-of-Course Exams and Minimum Competency Exams in Standards-Based Reforms" John H. Bishop, Ferran Mane, Michael Bishop, and Joan Moriarty "A Diagnostic Analysis of Black-White GPA Disparities in Shaker Heights, Ohio" Ronald F. Ferguson
巻冊次

1999 ISBN 9780815773559

内容説明

This second annual issue of the series focuses on the state of urban education in America. It provides in-depth, jargon-free analysis of the most important issues in education today -from some of the country's leading experts. Edited by Diane Ravitch, one of the nation's foremost education authorities, Brookings Papers on Education Policy is an indispensable guide to understanding education trends and emerging issues. Contents include: "History of Urban Education in this Century" by Jeffrey Mirel, Emory University "School Reform in Chicago" by Anthony Bryk, University of Chicago "Lessons from Houston" by Donald McAdams, Houston Independent School Board "Problems of Managing a Big-City School System" by Stanley Litow, IBM Corporation "Single-Sex Schooling: Law, Policy, and Research" by Rosemary C. Salomone, St. John's University School of Law "How Litigation Has Undermined Schools" by Abigail Thernstrom, Manhattan Institute/Massachusetts Board of Education "Creating Successful Urban Schools" by James Comer, Yale Child Study Center "Voucher Experiments" by Paul Peterson, Harvard University "Proposed Reforms of Governance" by Paul Hill, University of Washington
巻冊次

2000 ISBN 9780815773573

内容説明

In this third annual issue of the series, prominent economists, educators, and other social scientists analyze the importance of standards in education and review some of the major controversies that have arisen in the past decade on the problems of shaping and implementing standards. Edited by Diane Ravitch, one of the nation's foremost education authorities, Brookings Papers on Education Policy is an indispensable guide to understanding education trends and emerging issues. The year 2000 issue is scheduled to include essays by Gary Chapman of the University of Texas, George Farkas and L. Shane Hall of the University of Texas at Dallas, Paul Hill of the University of Washington, Christine Rossell of Boston University, Robert Schwartz and Marian Robinson of ACHIEVE and Harvard Graduate School of Education, Larry Sherman of the University of Maryland, and Maris Vinovskis of the University of Michigan.
巻冊次

2003 ISBN 9780815773610

内容説明

In 1983 the seminal report issued by the National Commission on Excellence in Education, "A Nation at Risk," charged that most American high schoolers were following a general course of instruction, choosing neither the college-preparatory track nor the vocational option. This pattern, the report complained, had fostered low expectations and a curricular hodge-podge of classes that failed to prepare students for college or work. The commission called on states to implement academic requirements for all students, regardless of background, including four years of English and three years each of science, mathematics, and social studies. Students should not be sorted by their presumed future destinations, the commission reasoned, but should be offered an equal opportunity to get a high-quality education to fit them either for post-secondary education or the modern workplace. Two decades after the commission called on states to reform the high school environment and raise graduation requirements, the Brown Center on Education Policy at the Brookings Institution convened a a group of prominent scholars to explore the current state of America's high schools, focusing on new research about reforming these institutions that are so important in the lives of the nation's adolescents. The questions considered reflected the diversity of the participants and covered a variety of areas -historical, international, sociological, and practical. Data gathered by the U.S. Department of Education show students today are taking many more advanced courses in mathematics and the sciences, while at the same time test scores do not reflect the increases in enrollments in academic courses. In addition, large score gaps remain among students from different social groups. Reform of the high schools must take into account the elementary and middle schools that prepare students and the post-secondary institutions to which students aspire. Adolescent culture and students' views about school and academic work play important roles in student achievement, as do the family and contemporary society in shaping of adolescent behavior. No matter their background, all participants agreed that the key to a successful high school rests with the extent to which it recognizes and strengthens its commitment to the intellectual growth of its students.
巻冊次

2004 ISBN 9780815773696

内容説明

Why does the United States not have the teachers it needs? The media typically focus on a looming teacher shortage, but this volume of the Brookings Papers on Education Policy goes beyond the question of quantity to examine why American schools must scramble to find enough well-prepared and effective teachers. There are perennial teacher shortages in certain fields, especially mathematics and the sciences. Many teachers are assigned to subjects in which they have neither a major nor a minor. Which is more important in training teachers: pedagogical knowledge or content knowledge? Furthermore, a disproportionate number of teachers who are uncertified and inexperienced are assigned to urban and poor schools. Is there anything states and districts can do to change this bleak picture? These and many other issues related to teacher education, teacher preparation, teacher assignment, and teacher compensation are explored here. The controversies studied have been raging in policy circles for many years. While the contributors do not issue any ringing policy manifestos their clear and cool analysis sheds enough light on these dilemmas to help guide the way to better approaches to teacher training, compensation, and retention.
巻冊次

2005 ISBN 9780815774075

内容説明

Contents include: Test-Based Accountability: The Promise and the Perils Tom Loveless (Brookings) Can the Federal Government Improve Education Research? Brian Jacob (Harvard University) and Jens Ludwig (Georgetown University ) Realizing the Promise of Brand-Name Schools Steven F.Wilson (Harvard University) School Choice: How an Abstract Idea Became a Political Reality Joseph P. Viteritti (Hunter College, CUNY) Education Reform and Content: The Long View E.D. Hirsch Jr. (Core Knowledge Foundation) Evidence-Based Reading Policy in the United States: How Scientific Research Informs Instructional Practices Reid Lyon and Vinita Chhabra (National Institutes of Health) and Sally E. Shaywitz and Bennett A. Shaywitz (Yale University)

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