Can the Impact of Adequacy-Based Education Reform Be Measured?

Autor/in	Burbridge, Lynn C.
Titel	Can the Impact of Adequacy-Based Education Reform Be Measured?
Quelle	In: Journal of Education Finance, 34 (2008) 1, S.31-55 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Poverty; Mathematics Achievement; Mathematics Tests; National Competency Tests; Educational Change; Rural Areas; Statistical Analysis; Multivariate Analysis; Context Effect; Racial Composition; Socioeconomic Status; Kentucky + Suchen Sie Ihr Suchwort? Armut; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsreform; Rural area; Ländlicher Raum; Statistische Analyse; Multivariate Analyse; Socio-economic status; Sozioökonomischer Status
Abstract	This article examines adequacy-based education reform, beginning with the reforms undertaken in Kentucky, but then expanding out to the rest of the states to obtain a fuller picture and to conduct a study more amenable to statistical analysis. National Assessment of Educational Progress (NAEP) data were used as part of the analysis, with a focus on mathematics test scores. The study confirms that Kentucky and other states introduced significant reforms, beginning in the 1990s. These reforms may have produced some convergence in NAEP test scores for states that are similar in terms of disposable per capita income, poverty rates, and the percent of the population living in rural areas. There remains evidence of policy-induced differences among similar states, nevertheless. National and cross-state analyses suggest that there have been statistically significant increases in mathematics test scores since the initiation of education reforms and that the impact of a state's racial composition on average state mathematics scores has virtually disappeared since the implementation of education reforms. Socioeconomic status continues to be of importance, however, maybe even more so. (Contains 41 footnotes, 4 tables, and 1 figure.) (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10