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when will we ever learn?current issues, food for thought, background information
internalising evidence from evaluations: three perspectives on learning.
Development agencies are consistently required to improve their performance, in terms not only of project outcomes, but also of the quality of their programming and their institutional capacity. In a very practical sense, evaluations are now perceived as learning opportunities. It only seems logical, therefore, to try and improve the internalisation of evaluation results at different levels.
Student Achievement in Public Magnet, Public Comprehensive, and Private City High Schools
\nThe Houston Independent School District is proud to provide parents with a wide variety of choice in public education through its Magnet programs. In Magnet schools, students are developing their special talents while enhancing their learning capacities
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Author: Adam Gamoran. Educational Evaluation and Policy Analysis: Vol. 18, No. 1 (Spring, 1996), pp. 1-18
- themingway on 2008-02-05 -
From abstract: "Using the National Educational Longitudinal Survey, I estimated the effect of attending a magnet school, Catholic school, or secular private school on the achievement of urban students in math, reading, science, and social studies. I then compared these estimates to the achievement of students who attend comprehensive public high schools. I found that magnet schools are more effective than regular schools at raising the proficiency of students in science, reading, and social studies; Catholic schools have a positive impact on math skills, while secular private schools do not offer any advantage, net of preexisting differences among students."
Online article for sale by JSTOR.
- themingway on 2008-02-05
BBC NEWS | UK | Education | Specialist schools 'not better'
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Mixed opinions about the success of specialist schools in the UK. Resarchers found that "increased finance was associated with a 'modest' performance gain = so a fifth more per pupil, about GBP 500, was needed to raise performance by 1.5 percentage points ... Speciliast schools outperformed schools generally by around four percentage points -- but statistcally this was 'not sufficiently robust to inform policy debate".
"A spokesman for the Specialist Schools and Academies Trust said, 'There is no doubt that specialist schools and academies continue to raise standares and provide studenbts with opportunities to realise their full potential."
- themingway on 2008-02-05
Evaluation of high-performing specialist schools (PDF document)
Authors: Michelle Judkins, Peter Rudd. 8-page paper presented at the British Educational Research Association Annual Conference, September 2005. <br><br>Report of a two-phase evaluation of 20 high performing specialist schools. Phase 1 identified 9 broad
Connect Analysis of National Value-added Datasets to Estimate the Impact ...
Authors: I. Schagen, S. Schagen. Published in \nEducational Studies\n\n 29 (1) 3-18. 2003. Article for sale online by IngentaConnect. \n\n\nFrom abstract: Technology and language colleges performed slightly above the norm on all outcomes, while sports col
Specialist Schools: an exploration of competition and co-operation
Authors: Kate Bell, Anne West. Published in \nEducational Studies\n\n, 29(2&3) 273-289. 2003.\n\n\nAbstract: This paper examines the specialist schools programme in England and, in\nparticular, the issue of co-operation between specialist and\nnon-special
Career and technical education pathway programs
ERIC 497342. Career and technical education pathway programs, academic performance, and the transition to college and career
Closing the expectations gap, 2008.
ERIC ED500315. Subtitle: An annual 50-state progress report on the alignment of high school policies with the demands of college and careers.\n\n
What is Attractive about Magnet Schools? -- Rossell 20 (1): 7 -- Urban Education
\nFor purposes of integration, some magnet schools aremore successful than others. Some features improve the likelihoodof success.\n\n\n
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Very brief abstract:
"For purposes of integration, some magnet schools are more successful than others. Some features improve the likelihood of sucess."
Publication info:
Urban Education 20(1) 7-22. 1985.
- themingway on 2008-02-05
The Effects of Academic Career Magnet Education on High Schools and Their Graduates.
This book contains eight papers on a study of the effects of academic career magnetic education on high schools and their graduates.
An Evaluation of the Michigan Charter School Initiative:
Publication available online as pdf.<br>\n
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Publication available online as pdf.
- themingway on 2008-02-05
Accountability Evaluation of Magnet School Programs: A Value-Added Model Approach.
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Authors: Eugene P. Adcock, Gary W. Phillips. 2000. ERIC ED 441857
From abstract: "The main findings in the study were: (1) overall, elementary students in magnet programs perform better than nonmagnet students; (2) this outcome is largely due to the fact that more able students are self-selected for the magnet program; and (3) when student ability is accounted for in the evaluation design, students in magnet school programs do not perform as well as students in nonmagnet programs."
Available online as pdf from ERIC.
- themingway on 2008-02-05
Assessing Outcomes of Magnet Schools.
Author: Lee Laws.\n\n\nFrom abstract: "This paper provides a case study of eight magnet schools in Austin, Texas, to illustrate the role of evaluation research in assessing the impact of the magnet school experience on students and parents."\n\n\nDocument
Examining Indicators To Assess the Overall Effectiveness of Magnet Schools:
A Study of Magnet Schools in Jacksonville, Florida. ERIC ED452215. 2001.
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From abstract: "The effectiveness of the magnet school program of the Duval County Public Schools, Florida, was studied. The magnet schools were established at approximately half of the district's 150 schools as part of a desegregation plan. The schools offered a variety of theme programs. In spring 1998, the program was evaluated by four subcommittees of a steering committee, focusing on: (1) the unique and innovative nature of the program; (2) the achievement of desegregation; (3) academic achievement; and (4) parent and community involvement. The committee found that the number of schools with the "magnet" designation should be reduced, and the focus of the remaining magnets be better defined. Academic achievement for magnet school students was found to exceed that of nonmagnet school students at all levels."
Document available online as pdf from ERIC.
- themingway on 2008-02-05 - downloaded: ERIC Examining indicators to assess.pdf - themingway on 2008-04-08
The Evaluation Center, Western Michigan University
Mission: to advance the theory, practice, and utilization of evaluation. The Center's principal activities are research, development, dissemination, service, instruction, and national and international leadership in evaluation.
Journal of MultiDisciplinary Evaluation
mission: the news and thinking of the profession and discipline of evaluation in the world, for the world. A peer-reviewed journal published in association with the Evaluation Center, Western Michigan University.
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