Foundation Shifts Tack on Studies

Autor/in	Viadero, Debra
Titel	Foundation Shifts Tack on Studies
Quelle	In: Education Week, 26 (2006) 9, (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	High Schools; Grants; Philanthropic Foundations; Program Evaluation; Educational Change; Educational Improvement; School Size; Educational Objectives; Evaluation Methods; Educational Assessment; Academic Achievement; Small Schools; Educational Research; House Plan + Suchen Sie Ihr Suchwort? High school; Oberschule; Grant; Finanzielle Beihilfe; Philanthropismus; Programme evaluation; Programmevaluation; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Education; assessment; Bewertungssystem; Schulleistung; School; Schools; Schule; Bildungsforschung; Pädagogische Forschung
Abstract	Five years into an eight-year study of its high school improvement efforts, the Bill & Melinda Gates Foundation is shifting its strategy for evaluating the $1.3 billion grant program. The foundation's initiative, which is underwriting change efforts in more than 1,800 schools, is the nation's largest privately funded attempt to improve high schools. Initially focused on creating hundreds of smaller, more personalized schools and schools-within-schools, the program now encompasses a more complex mix of policy measures to reform high schools. Gates' decision to halt the study that began in 2001 worries some scholars, who say the field will lose valuable insights into an initiative of historic proportions. A Gates Foundation director states that the trouble with the old strategy was that the schools that were sampled no longer represented the foundation's grant portfolio, which had evolved in response to gaps and problems that were uncovered. A data-monitoring system would give Gates baseline information on all its schools, rather than just a few, and do it more quickly than the previous study could. Experts, however, credit the series of evaluations with providing valuable insights into what happens over time when educators start small schools or carve smaller learning communities out of larger schools. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10