Literaturnachweis - Detailanzeige
| Autor/inn/en | Bobbett, Gordon C.; und weitere |
|---|---|
| Titel | Evaluation of the Categories Currently Used in Report Cards with Student Outcome. |
| Quelle | (1992), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Content Analysis; Decision Making; Educational Improvement; Educational Indicators; Elementary Secondary Education; Institutional Characteristics; Organizational Climate; Outcomes of Education; Policy Formation; Report Cards; School Districts; State Programs; Tennessee |
| Abstract | Data from the 1990-91 Tennessee school district report cards are used to reexamine some relationships noted in previous studies (G. C. Bobbett and others, 1992) and to gain new insights because of modifications to Tennessee's report cards from 1989 to 1991. Report cards now report the Tennessee Comprehensive Assessment results and have added more school district characteristics, expanding analyses from 8 to 15 variables. Several conclusions of the 1988-89 study were reinforced by the current investigation. Policymakers at all levels need to consider that few of the individual inputs commonly associated in people's minds with the production of student achievement have much impact on student performance, and that, with the exception of student attendance and, perhaps, per-pupil expenditure, treatment of any isolated variable will have little effect. Available evidence suggests that variables most worthy of consideration are: (1) organizational culture; (2) student motivation; (3) parental involvement; (4) instructional methodology; (5) curricular features; and (6) other factors that may have a significant influence on student performance. Report cards are only as good as the assessment used to determine student performance. The current Tennessee report cards do a reasonable job of reporting the status of schools, but they still lack meaningful information on which to make decisions for improvement. Nine tables present analysis results. Four appendixes add information about the variables in table form. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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