Using Spatial Analyses to Examine Student Proficiency: Guiding District Consolidation and Reform Policy Decisions

Autor/inn/en	Haddad, Monica A.; Alsbury, Thomas
Titel	Using Spatial Analyses to Examine Student Proficiency: Guiding District Consolidation and Reform Policy Decisions
Quelle	In: Planning and Changing, 39 (2008) 1-2, S.98-126 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Educational Change; School Districts; Case Studies; State Policy; Equal Education; Instructional Leadership; Educational Planning; Local Issues; Outcomes of Education; Academic Achievement; Correlation; Educational Policy; Mathematics Tests; Reading Tests; School District Size; Grade 8; Class Size; Teacher Student Ratio; Teacher Characteristics; Teaching Experience; Poverty; Statistical Analysis; Geographic Location; Maps; Scores; Middle School Students; Evaluation Methods; Illinois; Iowa + Suchen Sie Ihr Suchwort? Bildungsreform; School district; Schulbezirk; Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsplanung; Lernleistung; Schulerfolg; Schulleistung; Korrelation; Politics of education; Bildungspolitik; Lesetest; School districts; Size; Schuleinzugsbereich; School year 08; 8. Schuljahr; Schuljahr 08; Klassengröße; Lehrer-Schüler-Relation; Armut; Statistische Analyse; Map; Karte; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	State policies to equalize educational spending, cap bond and levy rates, require common teacher salary schedules, and consolidate school districts are geared toward improving quality and attempting to resolve problems of inefficiency. However, despite the use of state policy to equalize educational quality, educational gaps persist. Yu and Lau (2006) noted that no matter how well a systematic reform policy is conceptualized and planned, particular school district and school building constraints, resources, culture, leadership, and personnel particulars eventually determine whether the reform implementation will or will not be successful. The findings in this study support their conclusions that local contextual variables dramatically influence application of reform policy and thus student outcomes. While case study analyses have supported the importance of unique local variables on successful reform implementation, few quantitative or large-scale study methods have been explored to detect the presence or effects of these variations. Methods used in geospatial studies to detect such variation examine the concepts of spatial autocorrelation and spatial heterogeneity. The study reported in this article used these methods to analyze the relative student proficiency in school districts across two contiguous Midwestern states, Illinois and Iowa. The results support the use of more differentiated and district-level reform policy development rather than the centralized state and federal approaches that are dominant today. (ERIC).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01