Great Schools: Identifying Higher-Performing Schools

Autor/in	Gritter, Aaron
Institution	University of Southern Maine, Center for Education Policy, Applied Research, and Evaluation
Titel	Great Schools: Identifying Higher-Performing Schools
Quelle	(2006), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Effective Schools Research; Best Practices; Educational Assessment; Rural Schools; Educational Legislation; Federal Legislation; Models; Academic Achievement; Accountability; Maine + Suchen Sie Ihr Suchwort? Schulforschung; Education; assessment; Bewertungssystem; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsrecht; Schulgesetz; Bundesrecht; Analogiemodell; Schulleistung; Verantwortung
Abstract	As rural states nationwide struggle with cuts in education funding, declining enrollments and increased costs it becomes crucial to examine those schools that are successful in educating their students. These higher performing schools can then be used as models for education excellence throughout the state. Defining higher-performing is not an easy venture and there are as many opinions of what constitutes higher-performing as there are organizations reporting on higher-performing schools. Why all this focus on school performance? One major factor has been PL 107-110 No Child Left Behind (NCLB) legislation requiring a higher level of accountability for schools than ever before from a federal standpoint. Schools and School Districts are given a report card each year and States are required to disseminate information on school and district performance to parents each year. With the increase in focus on school level accountability and the ability of the internet to disseminate information with ease, several organizations are beginning to study what variables influence school performance. This paper compares the higher performing school studies of Just For The Kids (part of the National Center for Educational Accountability), and The Center for Education Policy Applied Research and Evaluation (at the University of Southern Maine) in order to open a discourse on what exactly determines higher-performing and what high schools in Maine truly are models of academic achievement. (Contains 3 tables and 2 figures.) (ERIC).
Anmerkungen	Center for Education Policy, Applied Research, and Evaluation. University of Southern Maine, 37 College Avenue, Gorham, ME 04038. Tel: 888-800-5044; Tel: 207-780-5044; Fax: 207-228-8143; e-mail: cepare@usm.maine.edu; Web site: http://www.cepare.usm.maine.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10