Disproportionate Minority Representation in Suspension and Expulsion in Minnesota Public Schools A report from the Minnesota Department of Education

2010 ◽  
Vol 7 (2) ◽  
pp. 5-20 ◽  
Author(s):  
Allison Anfinson ◽  
Stephanie Autumn ◽  
Cammy Lehr ◽  
Nancy Riestenberg ◽  
Sarah Scullin
Keyword(s):  
Public Schools ◽  
Department Of Education ◽  
Minority Representation ◽  
Suspension And Expulsion

The Education of Aboriginal Children in New South Wales Public Schools Since 1788: Part 2

1978 ◽  
Vol 6 (5) ◽  
pp. 20-30 ◽  
Author(s):  
J.W. Harris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public Service ◽  
Aboriginal People ◽  
New South ◽  
New South Wales ◽  
Department Of Education ◽  
South Wales ◽  
Aboriginal Children

It is uncertain when the last exclusion of children from a public school, merely for having some Aboriginal ancestry, actually occurred. In 1937, the Commonwealth and States’ conference on Aboriginal matters recommended assimilation as a general policy rather than protection, particularly with regard to the detribalized, part-caste Aboriginal people. In 1938, the New South Wales Public Service Board in its report on the Aborigines Protection Board, recommended the policy of assimilation be implemented in schools. In 1940, the Aborigines Protection Act was amended. The Aborigines Protection Board was renamed the Aborigines Welfare Board and restructured to include Aboriginal members. The complete responsibility for the education of all Aboriginal children was transferred to the New South Wales Department of Education. Almost overnight, the policy of segregation was changed to assimilation.

Accountability in California Public Schools

1986 ◽  
Vol 8 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Mark Fetler
Keyword(s):  
Public Schools ◽  
Strong Support ◽  
Department Of Education ◽  
Federal Programs ◽  
California Department ◽  
School Officials ◽  
Individual School ◽  
Function Selection ◽  
Main Components ◽  
And Function

The California Department of Education has adopted a school accountability program with three main components: a statewide summary report, individual school performance reports, and local school self-reports of effectiveness. This article discusses implementation of the accountability program, its structure and function, selection of performance indicators, and recognition of schools. A survey of school officials found strong support for the concept of accountability, but weak agreement on the specific means used to implement it. Comparisons with other state and federal programs are drawn.

Teacher Unions and the Productivity of Public Schools

ILR Review ◽  
1987 ◽  
Vol 40 (3) ◽  
pp. 354-363 ◽  
Author(s):  
Randall W. Eberts ◽  
Joe A. Stone
Keyword(s):  
Public Schools ◽  
Standardized Tests ◽  
Department Of Education ◽  
Teacher Unions ◽  
Individual Student ◽  
Instructional Techniques ◽  
Achievement Gains ◽  
Student Data ◽  
Average Students ◽  
The U.S

Do teacher unions affect the productivity of public schools? The authors examine this question using individual student data from the Sustaining Effects Survey sponsored by the U.S. Department of Education. Holding resources constant and using achievement gains on standardized tests as the measure of output, they find that union districts are seven percent more productive for average students. For the minority of students who are significantly above or below average, however, nonunion districts are more productive by about the same margin, apparently because teacher unions reduce the use of specialized instructional techniques. This result is consistent with the view that unions tend to standardize the workplace. Across all students, the average union productivity advantage is three percent.

A “Simple” Probability Problem

1992 ◽  
Vol 85 (3) ◽  
pp. 191-195
Author(s):  
David Chu ◽  
Joan Chu
Keyword(s):  
High School ◽  
Public Schools ◽  
Junior High School ◽  
State Department ◽  
School Curriculum ◽  
Department Of Education ◽  
High School Curriculum ◽  
Teaching Tools ◽  
Probability Problem ◽  
Probability And Statistics

Probability has been suggested for inclusion in the high school or even junior high school curriculum (for example, probability and statistics is one of the strands in The Mathematics Framework for California Public Schools, Kindergarten through Grade Twelve [Sacramento: California State Department of Education, 1985]). The suggestion appeals to many because probability is viewed as a natural and intuitive subject manageable with very simple mathematics, It is also a good foundation for understanding statistics, which is in prevalent use in today's society. Many teachers are drawn to it because they see all the balls, cards, coins, and dice as ideal teaching tools to make the class interesting.

scholarly journals Class Size, Funding and Academic Performance

2021 ◽  
pp. 66-78
Author(s):  
James D. Williams
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Student Performance ◽  
Class Size ◽  
The United States ◽  
Department Of Education ◽  
Improve Performance ◽  
Large Class Size ◽  
The Us

Available data indicate that academic performance among students in the United States has in many cases remained unchanged or has been declining over several decades despite concerted efforts at the state and federal levels in improve performance. With regard to public schools, the decline is commonly attributed to large class size and insufficient funding. Although numerous studies have examined funding and class size and their influence on student performance, many of these investigations did not consider the available longitudinal data. Consequently, they fail to provide a clear examination of both funding and class size effects. Close examination of these data from the US Department of Education, however, shows no significant funding or class-size effect. The present study involved data mining the vast store of education research produced at the US Department of Education to examine the role of class size and funding on public education.

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