Accountability and Performance in Secondary Education in Milwaukee Public Schools. The Senior Urban Education Research Fellowship Series. Volume II

Autor/inn/en	Meyer, Robert; Carl, Bradley; Cheng, Huiping Emily
Institution	Council of the Great City Schools
Titel	Accountability and Performance in Secondary Education in Milwaukee Public Schools. The Senior Urban Education Research Fellowship Series. Volume II
Quelle	(2010), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Recognition (Achievement); Secondary Education; Accountability; Fellowships; Urban Education; Educational Research; Partnerships in Education; Barriers; Dropout Characteristics; Educational Indicators; Educational Assessment; Educational Quality; At Risk Students; Early Intervention; Academic Standards; Benchmarking; Statistical Data; School Statistics; Wisconsin + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Soziale Anerkennung; Sekundarbereich; Verantwortung; Fellowship; Stipendium; Stadtteilbezogenes Lernen; Bildungsforschung; Pädagogische Forschung; Hochschulpartnerschaft; Educational indicato; Bildungsindikator; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität
Abstract	This report summarizes work conducted to date through the Senior Urban Education Research Fellowship (SUERF) awarded by the Council of the Great City Schools to the Value-Added Research Center (VARC) at the University of Wisconsin-Madison for work in the Milwaukee Public Schools (MPS). VARC has utilized its Fellowship award, entitled "Accountability and Performance in Secondary Education in the Milwaukee Public Schools," to substantially expand an already-strong research partnership with MPS into exciting new work at the high school level. Specifically, the SUERF award has supported two key areas of inquiry related to high school performance and accountability in MPS. The first, which is the major focus of this paper, is the development of an "early warning" system to help MPS identify middle and high school students at elevated risk of two key adverse outcomes: (a) failing to graduate from high school, and (b) graduating, but with low levels of college/workforce readiness. The second, as summarized in the Appendix, is the development of a new class of value-added performance indicators for MPS high schools, including the use of non-cognitive outcomes such as attendance to complement more traditional (test-based) value-added metrics. Developing New High School Value-Added Indicators in MPS is appended. A bibliography is included. (Contains 15 figures, 12 tables and 35 footnotes.) [For related reports, see Volume I (ED518095), Volume III (ED518090), and Volume IV (ED518092).] (ERIC).
Anmerkungen	Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10