Literaturnachweis - Detailanzeige
Autor/inn/en | Meyers, Coby; Lindsay, Jim; Condon, Chris; Wan, Yinmei |
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Titel | A Statistical Approach to Identifying Schools Demonstrating Substantial Improvement in Student Learning |
Quelle | In: Journal of Education for Students Placed at Risk, 17 (2012) 1-2, S.70-91 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1082-4669 |
DOI | 10.1080/10824669.2012.636703 |
Schlagwörter | Academic Achievement; School Turnaround; Public Schools; Educational Improvement; Statistical Analysis; Identification; Evaluation Criteria; Minnesota |
Abstract | The rising tide behind the school turnaround movement is significant, as national education leaders continue to call for the rapid improvement of the nation's lowest-performing schools. To date, little work has been done to identify schools that are drastically improving their performance. Using publically available school-level student achievement data from Minnesota, we begin to detail the statistical and practical steps necessary to identify schools rapidly improving their performance. (Contains 3 tables, 3 figures and 15 footnotes.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |