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Monitoring Educational Equity (Paperback)
National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Committee on National Statistics, Board on Testing and Assessment, Committee on Developing Indicators of Educational Equity; Edited by …
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R1,679
Discovery Miles 16 790
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Ships in 12 - 17 working days
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Disparities in educational attainment among population groups have
characterized the United States throughout its history. Education
is sometimes characterized as the "great equalizer," but to date,
the country has not found ways to successfully address the adverse
effects of socioeconomic circumstances, prejudice, and
discrimination that suppress performance for some groups. To ensure
that the pursuit of equity encompasses both the goals to which the
nation aspires for its children and the mechanisms to attain those
goals, a revised set of equity indicators is needed. Measures of
educational equity often fail to account for the impact of the
circumstances in which students live on their academic engagement,
academic progress, and educational attainment. Some of the
contextual factors that bear on learning include food and housing
insecurity, exposure to violence, unsafe neighborhoods, adverse
childhood experiences, and exposure to environmental toxins.
Consequently, it is difficult to identify when intervention is
necessary and how it should function. A revised set of equity
indicators should highlight disparities, provide a way to explore
potential causes, and point toward possible improvements.
Monitoring Educational Equity proposes a system of indicators of
educational equity and presents recommendations for implementation.
This report also serves as a framework to help policy makers better
understand and combat inequity in the United States' education
system. Disparities in educational opportunities reinforce, and
often amplify, disparities in outcomes throughout people's lives.
Thus, it is critical to ensure that all students receive
comprehensive supports that level the playing field in order to
improve the well-being of underrepresented individuals and the
nation. Table of Contents Front Matter Summary 1 Why Indicators of
Educational Equity Are Needed 2 Committee's Framework for
Indicators of Educational Equity 3 Contextual Influences on
Educational Outcomes: Families and Neighborhoods 4 Indicators of
Disparities in Student Outcomes 5 Indicators of Disparities in
Access to Educational Opportunities 6 Paths Forward:
Recommendations References and Bibliography Appendix A: Review of
Existing Data Systems Appendix B: Assessment of Relevant
Publications Appendix C: Data and Methodological Opportunities and
Challenges for Developing K12 Educational Equity Indicators
Appendix D: Agendas for Public Sessions of the Committee Appendix
E: Biographical Sketches of Committee Members and Staff Committee
on National Statistics
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Getting Value Out of Value-Added - Report of a Workshop (Paperback)
National Academy of Education, National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Educational Accountability; Edited by …
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R791
Discovery Miles 7 910
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Ships in 12 - 17 working days
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Value-added methods refer to efforts to estimate the relative
contributions of specific teachers, schools, or programs to student
test performance. In recent years, these methods have attracted
considerable attention because of their potential applicability for
educational accountability, teacher pay-for-performance systems,
school and teacher improvement, program evaluation, and research.
Value-added methods involve complex statistical models applied to
test data of varying quality. Accordingly, there are many technical
challenges to ascertaining the degree to which the output of these
models provides the desired estimates. Despite a substantial amount
of research over the last decade and a half, overcoming these
challenges has proven to be very difficult, and many questions
remain unanswered-at a time when there is strong interest in
implementing value-added models in a variety of settings. The
National Research Council and the National Academy of Education
held a workshop, summarized in this volume, to help identify areas
of emerging consensus and areas of disagreement regarding
appropriate uses of value-added methods, in an effort to provide
research-based guidance to policy makers who are facing decisions
about whether to proceed in this direction. Table of Contents Front
Matter 1 Introduction to Value-Added Modeling 2 Uses and
Consequences of Value-Added Models 3 Measurement Issues 4 Analytic
Issues 5 Considerations for Policy Makers References Appendix A:
Workshop Agenda and Participants Appendix B: Biographical Sketches
of Committee Members and Staff
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