Successful California Schools in the Context of Educational Adequacy

Autor/inn/en	Perez, Maria; Anand, Priyanka; Speroni, Cecilia; Parrish, Tom; Esra, Phil; Socias, Miguel; Gubbins, Paul
Institution	American Institutes for Research, Washington, DC.
Titel	Successful California Schools in the Context of Educational Adequacy
Quelle	(2007), (109 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Objectives; Educational Finance; Outcomes of Education; Academic Achievement; Principals; Resource Allocation; Effective Schools Research; Interviews; Parent Student Relationship; School Effectiveness; California + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Bildungsfonds; Lernleistung; Schulerfolg; Schulleistung; Principal; Schulleiter; Ressourcenallokation; Schulforschung; Interviewing; Interviewtechnik; Schuleffizienz; Kalifornien
Abstract	This report presents the results from a seven-month study of successful schools in California performed by the American Institutes for Research (AIR). It explored some of the concepts underlying the "successful schools" approach to defining education adequacy and considered their implications for analyzing educational adequacy in California. The successful schools approach seeks to determine the cost of the education needed to reach a specified level of educational outcomes by identifying districts achieving these outcomes and determining how much they are spending. This study sought to improve on this basic approach by selecting schools that have been consistently performing at a higher level than the one predicted by their demographics, rather than selecting successful schools that are above an absolute level of performance in a given year or over a given period of time. The AIR analyzed these schools that were "beating the odds" (BTO) with regard to student achievement and compared them to low-performing (LP) schools. Telephone interviews were also conducted with 23 schools from both groups to understand their resource allocation practices and to identify common themes in the factors principals deemed necessary for success. A major premise underlying all approaches to education adequacy is that success is directly linked to the resources available. This study explored this assumption by looking for evidence to confirm or disprove the idea that resource quantities constitute the primary distinguishing factor between successful schools and all others. Following an Introduction, Chapter 2 reviews findings from prior successful schools studies and discusses the strengths and weaknesses of these alternative applications. Chapter 3 describes the data and methods used to address the subsequent research questions for this study. Chapter 4 presents methods for appropriately conceptualizing "successful schools" for the purposes of this study, and presents analyses of these schools. Chapter 4 also analyzes the observed resources differences in these schools compared to "low performing" and other schools statewide. Finally, Chapter 5 presents the results of phone interviews with a subset of BTO and LP school principals in an attempt to assess the extent the resource findings from Chapter 4 are corroborated and to identify other factors said to be related to the educational outcomes produced by these schools. The final chapter of this report contains a discussion of possible implications for considering education adequacy in California. (Contains 34 exhibits.) (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10