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| Autor/in | Powers, Jeanne M. |
|---|---|
| Titel | Increasing Equity and Increasing School Performance--Conflicting or Compatible Goals?: Addressing the Issues in "Williams v. State of California" |
| Quelle | In: Education Policy Analysis Archives, 12 (2004) 10, (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1068-2341 |
| Schlagwörter | Educational Change; Public Education; Court Litigation; Equal Education; School District Autonomy; Accountability; Academic Achievement; Teacher Characteristics; Teacher Education; Teacher Certification; Regression (Statistics); California |
| Abstract | This work addresses some of the arguments regarding equity in public education versus school performance at issue in the case of Williams v. State of California. The plaintiff's expert witnesses have argued that the state is responsible to reduce the inequities in California's public educational system. In contrast, the state's witnesses argue that some of the plaintiff's proposals have limited educational effects at the cost of reducing local autonomy. In this paper, I use four years of data from California's Public Schools Accountability Act (PSAA) to evaluate these claims. (Contains 13 tables, 1 figure and 27 notes.) (As Provided). |
| Anmerkungen | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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