Literaturnachweis - Detailanzeige
| Autor/inn/en | Summers, Anita A.; Wolfe, Barbara L. |
|---|---|
| Institution | Federal Reserve Bank of Philadelphia, PA. |
| Titel | Which School Resources Help Learning? Efficiency and Equity in Philadelphia Public Schools. Business Review. |
| Quelle | (1975), (31 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Achievement Gains; Educational Assessment; Educational Environment; Educational Facilities; Educational Improvement; Educational Resources; Educational Strategies; Elementary Secondary Education; Racial Balance; School Size; School Surveys; Student Improvement; Teacher Characteristics; Pennsylvania; Pennsylvania (Philadelphia) |
| Abstract | This report describes a study of the impact of certain educational inputs on the rate of growth in achievement for various types of students in Philadelphia's public schools. Data for the analysis were drawn from pupil histories of 627 students from 103 elementary schools, 553 students from 42 junior high schools, and 716 students from 5 senior high schools. Educational inputs examined included class size, school size, teacher experience, rating of teacher's college, headstart programs, school facilities, and experience and training of school principals. Factors of school climate, such as racial mixture, mixture of high- and low-achieving students, and school disruption were also considered. Findings of the study suggest that while some school resources are effective in improving learning for all students, other inputs are beneficial mainly when targeted to a particular type of student. The study also shows that certain school inputs produce greater achievement growth than others, suggesting that a shift of resources toward the most productive inputs could generate greater achievement growth without increasing overall school expenditures. (Author/JG) |
| Anmerkungen | Public Information, Federal Reserve Bank of Philadelphia, Philadelphia, Pennsylvania 19105 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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