Analysis of the Development and Implementation of Local and Statewide Standards in Basic Skills in the State of New Jersey: A Final Report.

Autor/inn/en	Carlson, Kenneth; Rubin, Lawrence
Institution	Greater Newark Urban Coalition, NJ.; Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.
Titel	Analysis of the Development and Implementation of Local and Statewide Standards in Basic Skills in the State of New Jersey: A Final Report.
Quelle	(1979), (87 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Basic Skills; Court Litigation; Decision Making; Educational Development; Educational Equity (Finance); Elementary Secondary Education; Equalization Aid; Lower Class Students; Minimum Competencies; Needs Assessment; School District Autonomy; School Law; Standard Setting (Scoring); State Boards of Education; State Courts; State Departments of Education; State Programs; State School District Relationship; State Standards; Tax Allocation + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Rechtsstreit; Decision-making; Entscheidungsfindung; Bildungsentwicklung; Gleichstellung; Fundamentum; Mindestwissen; Bedarfsermittlung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Law concerning schools; Schulrecht; Bewertungsskala; Staatsgerichtshof; Kultusministerium; Regierungsprogramm; Staatliches Schulamt; Steuerentlastung
Abstract	This document reports on the results of a three-year series of studies of the development and implementation of statewide pupil proficiency standards in New Jersey, set in response to the passage of Chapter 97, New Jersey Public Laws of 1976. The first section of the report summarizes a survey of statewide minimum pupil proficiency standards in states other than New Jersey. The second section reflects on the variability of locally determined pupil proficiency standards in basic skills within the state of New Jersey. The third section reviews the standard setting decision-making process in greater detail through case studies of nine representative districts selected according to socioeconomic characteristics and the level of their local minimum standards. The fourth section summarizes interviews with 40 leading figures who have been involved in passing and in opposing the minimum competency laws. The fifth section describes how minimum pupil proficiency standards were developed in New Jersey. The final section examines the fiscal and programmatic impact of the state compensatory education programs on children found to be below statewide minimum standards in communication and computation skills. Each section contains illustrative tables, and the document concludes with appendices providing the interview protocols and research instruments. (IW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC