The Challenge of Developing New Educational Indicators

1995 ◽  
Vol 17 (1) ◽  
pp. 113-131 ◽  
Author(s):  
J. Douglas Williams ◽  
Alan C. Kerckhoff
Keyword(s):  
Great Britain ◽  
Social Indicators ◽  
Educational Assessment ◽  
School Level ◽  
Policy And Practice ◽  
Net Productivity ◽  
Important Variation ◽  
Indicator Data ◽  
Organizational Features ◽  
Educational Indicators

Proposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U. S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts’ programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessment if it is to produce useful social indicators.

Understanding Unfulfilled AP Potential Across the Participation Pipeline by Race and Income

2020 ◽  
Vol 122 (9) ◽  
pp. 1-38
Author(s):  
Awilda Rodriguez ◽  
Esmeralda Hernandez-Hamed
Keyword(s):  
Extracurricular Activities ◽  
Low Income ◽  
Self Efficacy ◽  
Research Question ◽  
Working Hours ◽  
Subject Area ◽  
School Level ◽  
Policy And Practice ◽  
Student Centered ◽  
Teacher Recommendations

Background/Context Each year, large shares of students who could do well in Advanced Placement courses and exams—known as AP potential students—do not participate, particularly students of color and low-income students. There are a number of prevailing reasons, both structural (schools do not offer the courses, or teachers do not accurately identify students) and as well as student- centered (lack of motivation, conflicts with other activities, or lack of self-efficacy). Purpose/Objective/Research Question/Focus of Study This study seeks to empirically test these common reasons for foregoing AP participation with the following research questions: How are student and school characteristics related to the probabilities of students attending a high school that offers a corresponding course, enrolling in the course, and taking the exam? To what extent are explanations such as students’ constraints on time, lack of motivation, or lack of self-efficacy related to the probability of AP course- and exam-taking, net of student- and school-level measures? How well do AP potential estimates align with teacher recommendations into advanced coursework? We focused on differences across race and class throughout. Research Design We define AP potential as a 60% percent probability or better of receiving at least a 3 on an AP exam in either math or English. Using a nationally representative sample of sophomores in 2002 whom we identified as having AP potential, we answered the first research question with a sequential logit. We then used postestimation commands in Stata to examine motivation, hours working, hours in extracurricular activities, and measures of English and math self-efficacy to address the second research question. For the third research question, we modeled the probability of student misidentification—or the probability that the teacher of a student with AP potential will not identify them for honors or AP courses—using a logit. Conclusions/Recommendations We found that large shares of students did not fulfill their AP potential, which varied by student background and subject area. We did not find support for many of the student-centered reasons for forgoing AP, such as lack of motivation and constraints on time due to work or extra-curricular activities. We did find, however, that teacher identification and academic self-efficacy mattered to AP course- and exam-taking, especially for marginalized students, suggesting viable policy and practice levers to improve equitable AP participation. We discuss implications for policy, practice, and research.

scholarly journals The Measurement of Social Stratification: Comparative Perspectives Between Europe and Latin America

2020 ◽  
pp. 171-202
Author(s):  
Emmanuelle Barozet ◽  
Marcelo Boado ◽  
Ildefonso Marqués-Perales
Keyword(s):  
Latin America ◽  
Great Britain ◽  
Latin American ◽  
Social Stratification ◽  
Latent Class ◽  
Social Indicators ◽  
State Policies ◽  
Social Classes ◽  
Production Models ◽  
Latin American Countries

AbstractThis chapter analyses compared social stratification in three Latin American countries (Argentina, Chile and Uruguay) and four European countries (Finland, France, Spain, Great Britain). We focus on both external and internal borders of social classes, as well as on the challenges posed by their analysis for sociology. We compare social classes using EGP6 in relation to a variety of social indicators, to examine how social classes vary among countries. We include debates on production models and welfare state policies to understand the specific configurations and compare the conditions of some of the INCASI countries regarding social stratification. Lastly, we apply a latent class analysis to validate the number of social classes and to recognise class boundaries.

scholarly journals Some Countries’ Experience in Organizing Professional Training and Activity of Probation Officers

2017 ◽  
Vol 7 (4) ◽  
pp. 98-102
Author(s):  
Oleh Duka
Keyword(s):  
Great Britain ◽  
Professional Training ◽  
Probation Officers ◽  
Educational Institutions ◽  
Highly Qualified ◽  
The Czech Republic ◽  
The Usa ◽  
Probation Service ◽  
Training Courses ◽  
Organizational Features

Abstract In the article, some countries’ experience in organizing professional training and activities of probation officers has been analyzed. Based on comparative analysis of activities of the Probation Institute abroad, it has been determined that probation service has different functional and organizational features in individual countries. For instance, probation service in different countries is subordinate to different agencies. Thus, probation service in Great Britain, Denmark, Japan, Finland, Norway, Latvia, the Czech Republic and Estonia is under the control of the Ministry of Justice; in the USA, Germany, Hungary, it is subordinate to the judiciary; in the Netherlands – public prosecutor’s office; in Sweden – prison authorities; in Singapore, probation service is under the guidance of the Ministry of Community Development and Sports. Another difference consists in the fact that in some countries the law defines probation as punishment (Sweden, Finland, Latvia), whereas in other countries it refers to some criminal measures (Great Britain), exemption from punishment (Estonia) or is not determined at all (the USA). Despite the differences, the goals and means of achieving them in each probation service are similar in the context of criminal law. The approaches to professional training of probation officers have been analyzed and relevant conclusions have been drawn regarding organization of probation officers’ professional training in Ukraine. In particular, work with offenders should be performed by highly qualified specialists who have a degree and who have passed specialized training courses in educational institutions subordinate to probation authorities. It is important that the content of probation officers’ professional training should be constantly updated, taking into account new approaches and methods of working with convicts, which are recognized as effective.

scholarly journals The Invisibility of Covert Bullying Among Students: Challenges for School Intervention

2012 ◽  
Vol 22 (2) ◽  
pp. 206-226 ◽  
Author(s):  
Amy Barnes ◽  
Donna Cross ◽  
Leanne Lester ◽  
Lydia Hearn ◽  
Melanie Epstein ◽  
...  
Keyword(s):  
Professional Development ◽  
Young People ◽  
School Policy ◽  
School Intervention ◽  
School Level ◽  
School Staff ◽  
Policy And Practice ◽  
Effective Strategies ◽  
Bullying Policy ◽  
Whole School

Covert bullying behaviours are at least as distressing for young people as overt forms of bullying, but often remain unnoticed or unacknowledged by adults. This invisibility is increased in schools by inattention to covert bullying in policy and practice, and limited staff understanding and skill to address covert behaviours. These factors can lead to a school culture that appears to tolerate and thus inadvertently encourages covert bullying. This study explores these dynamics in Australian primary and secondary schools, including the attitudes of over 400 staff towards covert bullying, their understanding of covert bullying behaviours, and their perceived capacity to address these behaviours both individually and at a whole-school level. While most respondents felt a responsibility to intervene in bullying situations, nearly 70% strongly agreed with statements that staff need more training to address covert bullying. Only 10% of respondents described their current whole-school strategies as very effective in reducing covert bullying, and fewer than 40% reported their school had a bullying policy that explicitly referred to covert bullying. These results suggest an urgent need for sustainable professional development to enhance school staff understanding, skills and self-efficacy to address covert bullying through school policy and practice, and the need to identify and consolidate effective strategies to better address these behaviours.

Examining the utility of Assessment Literacy Inventory and its portability to education systems in the Asia Pacific region

2014 ◽  
Vol 58 (3) ◽  
pp. 297-317 ◽  
Author(s):  
Wilham Hailaya ◽  
Sivakumar Alagumalai ◽  
Francisco Ben
Keyword(s):  
Research Policy ◽  
Educational Assessment ◽  
Asia Pacific ◽  
Assessment Literacy ◽  
Teacher Competence ◽  
Policy And Practice ◽  
Confirmatory Factor ◽  
Item Level ◽  
Teachers Professional Development ◽  
The Rasch Model

Teachers use assessment to ascertain and enhance student learning, thus the importance of assessment literacy. One of the instruments that has been used to examine teachers’ assessment literacy is the Assessment Literacy Inventory developed by Mertler and Campbell. The Assessment Literacy Inventory has been validated using pre-service teachers and employing traditional statistical techniques. This study reports on the evaluation of the Assessment Literacy Inventory utility using 582 in-service teachers through employing the Rasch model and confirmatory factor analysis. The results indicate that the Assessment Literacy Inventory works well at the item level. However, the Assessment Literacy Inventory seven-factor structure, based on the Standards for Teacher Competence in Educational Assessment of Students, poses challenges against newer psychometric techniques. Hence, recommendations are presented. This article concludes with relevant implications for instrument development, educational assessment research, policy and practice, and teachers’ professional development.

scholarly journals European experience of assessing social justice

2020 ◽  
pp. 53-68
Author(s):  
Ludmila Aleksandrovna Kormishkina ◽  
Evgenij Danilovich Kormishkin ◽  
Ludmila Pavlovna Koroleva ◽  
Eka Revazievna Ermakova
Keyword(s):  
Social Justice ◽  
Current System ◽  
Social Indicators ◽  
The European Union ◽  
Scientific Methods ◽  
European Experience ◽  
Analysis And Synthesis ◽  
General Scientific ◽  
Methodological Problems ◽  
Indicator Data

The goal of this research is a review of the complex indicative systems and indicators used in the European Union, which allow giving a multi-criteria assessment to social justice, in the interests of adaptation of positive European experience in Russia. The information base of this research consists of the data from the European Commission on EU social indicators, materials on social integration monitoring in Europe, and Bertelsmann independent foundation of private law on components of social justice indicator; data of two-year report of the Organization for Economic Cooperation and Development “Society at a Glance”. To achieve the set goals, the work employs the following general scientific methods of research: scientific abstraction, analysis and synthesis, induction and deduction, comparison. The authors conduct comparative analysis on the most complex system of social indicators used in the European practice; determine their benefits and flaws, as well as the methodological problems of application in the conditions of the current system of statistics in Russia. A proposal is made to adapt and use the methodology of calculating multi-criteria social justice indicator in Russian practice.

scholarly journals U.S. Principals' Interpretation and Implementation of Teacher Evaluation Policies

2017 ◽  
Author(s):  
David Reid
Keyword(s):  
Teacher Evaluation ◽  
School Principals ◽  
The United States ◽  
Teacher Evaluations ◽  
School Level ◽  
Quality Teachers ◽  
Policy And Practice ◽  
Public School Principals ◽  
Study Approach ◽  
Evaluation Policies

In the United States policymakers, states, and researchers are increasingly reliant on teacher evaluations as a means for identifying high-quality teachers. School principals are the primary school-based actors responsible for implementing teacher evaluation policies at the school level and must make sense of these policies at an ever-increasing pace. These sensemaking processes have great implications for how teacher evaluation policies play out in practice. In this paper I ask (a) what factors influence principals’ sensemaking of changing teacher evaluation policies and (b) how these factors influence both decision-making by principals, as well as the ways the policies are implemented. I use an exploratory case study approach, drawing on interviews and district specific documents from six public school principals in the U.S. state of Michigan. Findings suggest that, because teacher evaluation policies were tied to the employment of their teachers, principals made sense of and implemented these policies in very specific ways. Implications for policy and practice are discussed.

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