Deconstructing the Myth of American Public Schooling Inefficiency

Autor/inn/en	Baker, Bruce D.; Weber, Mark
Institution	Albert Shanker Institute
Titel	Deconstructing the Myth of American Public Schooling Inefficiency
Quelle	(2016), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Education; Public Schools; Misconceptions; Efficiency; Educational Trends; Comparative Education; Cost Effectiveness; Outcomes of Education; Teacher Salaries; Class Size; Educational Practices; Educational Assessment; School Effectiveness; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Socioeconomic Status; National Competency Tests; Input Output Analysis; Program for International Student Assessment; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Public school; Öffentliche Schule; Missverständnis; Effectiveness; Effektivität; Wirkungsgrad; Bildungsentwicklung; Vergleichende Erziehungswissenschaft; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lernleistung; Schulerfolg; Lehrerbesoldung; Lehrervergütung; Klassengröße; Bildungspraxis; Education; assessment; Bewertungssystem; Schuleffizienz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Socio-economic status; Sozioökonomischer Status
Abstract	In this paper, the authors begin by classifying the arguments that assert American schools are relatively inefficient into two categories: the "long-term trend argument" and the "international comparison argument." Their focus herein is on the latter of these two. They then describe two frameworks for approaching either of these arguments: "cost efficiency" and "production efficiency." The authors explain that the typical spending/outcome model used to make the case that the United States is a relatively inefficient nation is wholly unsuitable for drawing these or any conclusions. Accounting for differences in student populations is helpful, but still inadequate for building a model that can be used to assess a country's relative efficiency. Evaluating education inputs such as teacher wages and class sizes can further refine comparisons between nations; however, it is unlikely that even these refinements are enough to conduct analyses that can credibly back claims about the relative efficiency of America's education system. That said, an appropriately limited analysis can still inform our understanding of how the U.S public education system compares with systems in other countries. (ERIC).
Anmerkungen	Albert Shanker Institute. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4401; Fax: 202-879-4403; Web site: http://www.shankerinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01