Instructional Comparative Advantages May Exist Despite the "Comprehensive Uniformity" of Traditional Public Schools

Autor/in	Merrifield, John
Titel	Instructional Comparative Advantages May Exist Despite the "Comprehensive Uniformity" of Traditional Public Schools
Quelle	In: Journal of School Choice, 6 (2012) 1, S.128-140 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2012.650099
Schlagwörter	Public Schools; School Effectiveness; Scores; Achievement Tests; Specialization; School Choice; Metropolitan Areas; Charter Schools; Elementary School Students; Student Characteristics; Research Problems; Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Schuleffizienz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Arbeitsteilige Spezialisierung; Choice of school; Schulwahl; Ballungsraum; Charter school; Charter-Schule; Forschungskritik
Abstract	A special tabulation of individual student scores from the Texas Assessment of Academic Skills (TAAS) test allowed a ranking of Texas schools according to test score changes ("value added"). The rankings varied greatly by student subpopulation. That is, the vast majority of schools are much more effective with some kinds of students than others. The implied comparative advantages suggest possibly large academic gains just from indicated student movement, even among unchanged, traditional, "comprehensively uniform" public schools, perhaps through well-informed public school choice. Further gains from specialization are also implied by the results. (Contains 6 notes, 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10