Are College Rankings an Indicator of Quality Education?

Autor/inn/en	Schmidt, William; Burroughs, Nathan; Cogan, Lee; Houang, Richard
Titel	Are College Rankings an Indicator of Quality Education?
Quelle	In: Forum on Public Policy Online, 2011 (2011) 3, (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-9809
Schlagwörter	Academic Achievement; Educational Quality; Educational Experience; Cognitive Ability; Classification; Achievement Gains; Achievement Rating; Pedagogical Content Knowledge; Preservice Teacher Education; Preservice Teachers; Mathematics Teachers; Secondary School Mathematics; Outcome Measures; Robustness (Statistics); Educational Indicators; College Outcomes Assessment; United States + Suchen Sie Ihr Suchwort? Schulleistung; Quality of education; Bildungsqualität; Bildungserfahrung; Denkfähigkeit; Classification system; Klassifikation; Klassifikationssystem; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Widerstandsfähigkeit; Educational indicato; Bildungsindikator; USA
Abstract	Educators need a way of determining how much additional knowledge has been gained by students in a given educational program in comparison with other programs. From the U.S. Teacher Education Study in Mathematics (TEDS), they now have such information. The TEDS yields empirical data on the educational experiences and content knowledge gains of a nationally representative sample of future teachers prepared at a wide variety of institutions. By combining data from the TEDS study with college selectivity measures--specifically the respected Barron's college rankings--it is now possible to estimate the degree to which selective schools provide a superior education, at least in one academic discipline. Other studies, such as that of Arum, Roksa, and Choe (2011), examined learning gains across disciplines using generic measures of cognitive ability such as critical thinking that may or may not be appropriate to specific majors. The virtue of the TEDS study is that it focuses on only one--those preparing to become teachers of primary and early secondary mathematics--which permits specific assessments of content acquisition. In this paper the authors focus on future lower secondary teachers. (Contains 3 tables, 5 figures, and 5 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10