The Experts below are selected from a list of 23355 Experts worldwide ranked by ideXlab platform

Dominic J Brewer - One of the best experts on this subject based on the ideXlab platform.

  • a three way error components analysis of Educational Productivity
    Education Economics, 1999
    Co-Authors: Dan D Goldhader, Dominic J Brewer, Deborah J Anderson
    Abstract:

    Previous research on Educational Productivity has decomposed the variance in student test scores into school and class effects.In this paper, we extend this work to include differences attributable to teachers as well as to schools and classes. Using data drawn from the National Educational Longitudinal Study of 1988, we find that unobservable School, teacher, classroom characteristics are important factors in explaining 10th-grade mathematics achievement, and account for the majority of the variation that is explained by Educational variables.

  • why don t schools and teachers seem to matter assessing the impact of unobservables on Educational Productivity
    Social Science Research Network, 1997
    Co-Authors: Dominic J Brewer, Dan Goldhaber
    Abstract:

    In this paper, we use data drawn from the National Educational Longitudinal Study of 1988, which allows students to be linked to particular teachers and classes, to estimate the impact of observable and unobservable schooling characteristics on student outcomes. A variety of models show some schooling resources (in particular, teacher qualifications) to be significant in influencing tenth grade mathematics test scores. Unobservable school, teacher, and class characteristics are important in explaining student achievement but do not appear to be correlated with observable variables in our sample. Thus, our results suggest that the omission of unobservables does not cause biased estimates in standard Educational production functions.

  • why don t schools and teachers seem to matter assessing the impact of unobservables on Educational Productivity
    Journal of Human Resources, 1997
    Co-Authors: Dan Goldhaber, Dominic J Brewer
    Abstract:

    Using data drawn from the National Educational Longitudinal Study of 1988, which allows students to be linked to particular teachers and classes, we estimate the impact of observable and unobservable schooling characteristics on student outcomes. A variety of models show some schooling resources (in particular, teacher qualifications) to be significant in influencing tenth-grade mathematics test scores. Unobservable school, teacher, and class characteristics are important in explaining student achievement but do not appear to be correlated with observable variables in our sample. Thus, our results suggest that the omission of unobservables does not cause biased estimates in standard Educational production functions.

  • does more school district administration lower Educational Productivity some evidence on the administrative blob in new york public schools
    Economics of Education Review, 1996
    Co-Authors: Dominic J Brewer
    Abstract:

    Abstract U.S. public schools are often criticized as overly bureaucratic: administration is said to consume too great a share of Educational resources, to the detriment of Educational Productivity. Despite this common assertion, remarkably little is known about the resource allocation patterns of school districts, how these vary across districts, and how they have changed over time. This paper presents some evidence on resource allocation in New York state, using a panel of school districts, 1978-87. The paper then attempts to determine if there is any evidence at the district level of a systematic relationship between administrative inputs and Educational output in the form of standardized test scores. A variety of statistical models is shown to yield inconsistent results, providing weak support for the contention that administrative resources are necessarily detrimental to Educational Productivity.

Herbert J. Walberg - One of the best experts on this subject based on the ideXlab platform.

  • probing a model of Educational Productivity in science with national assessment samples of early
    2016
    Co-Authors: Herbert J. Walberg, Geneva D Haertel, Linda K Junker, David F Boulanger
    Abstract:

    To test a psychological theory of Educational Productivity and to explore the usefulness of the National Assessment of Educational Progress data for secondary analysis for policy purposes, the science achievement scores of 2,346 13-year-old students were regressed on indexes of their Socio-economic Status, Motivation, Quality (of instruction), Class (social psychological environment), and Home conditions. All these Productivity factors are significant in the ordinary

  • the scientific basis of Educational Productivity
    2006
    Co-Authors: Rena Faye Subotnik, Herbert J. Walberg
    Abstract:

    Preface. Introduction and Overview, Rena F. Subotnik and Herbert J. Walberg. Evidence-Based Reform: Experimental and Quasi-Experimental Research Considered, Susan J. Paik. Scientific Formative Evaluation: The Role of Individual Learners in Generating and Predicting Successful Educational Outcomes, T.V. Joe Layng, Greg Stikeleather, and Janet S. Twyman. Blending Experimental and Descriptive Research: The Case of Educating Reading Teachers, Elizabeth S. Pang and Michael L. Kamil. The Enhancement of Critical Thinking: With Decades of Converging Evidence, Meta-Analyses with Large Effect Sizes, and Societal Need, Would You Allow Your Child to Be Assigned to a "Control" Group?, Diane F. Halpern. Improving Educational Productivity: An Assessment of Extant Research, Herbert J. Walberg. The Scientific Basis for the Theory of Successful Intelligence, Robert J. Sternberg. Science, Politics, and Education Reform: The National Academies' Role in Defining and Promoting High-Quality Scientific Education Research, 2000-2004, Lisa Towne. American Board for Certification of Teacher Excellence: Applying Research to Develop a Standards-Based Teacher Certification Program, Kathleen Madigan. Evidence-Based Interventions and Practices in School Psychology: The Scientific Basis of the Profession, Thomas R. Kratochwill. The Institute of Education Sciences' What Works Clearinghouse, Robert Boruch and Rebecca Herman. Conclusions and Recommendations, Herbert J. Walberg and Rena F. Subotnik. About the Contributors.

  • improving Educational Productivity
    2001
    Co-Authors: Dabid H Monk, Herbert J. Walberg
    Abstract:

    Chapter 1: Introduction and Overview, David H. Monk, Penn State University, Margaret C. Wang, Temple University Center for Research in Human Development and Education and Herbert J. Walberg, University of Illinois at Chicago. Chapter 2: Tax Revolts and School Performance, Thomas Downes, Tufts University and David Figlio, University of Florida and the National Bureau of Economic Research. Chapter 3: State Aid and Education Outcomes, Sheila E. Murray, RAND Corporation. Chapter 4: The Interface Between Public and Private Schooling: Market Pressure and the Impact on Performance, Dan Goldhaber, The Urban Institute. Chapter 5: The Economics of Grade Retention, Eric R. Eide, Brigham Young University. Chapter 6: Teacher Quality: Its Enhancement and Potential for Improving Pupil Achievement, Susanna Loeb, Stanford University. Chapter 7: Measuring School Efficiency: Lessons from Economics, Implications for Practice, Amy Ellen Schwartz, New York University and Leanna Stiefel, New York University. Chapter 8: Examining School- Level Expenditures and School Performance: The Case of New York City, Ross Rubenstein, Georgia State University and Patrice Iatarola, New York University. Chapter 9: The Relationship Between Student Performance and School Expenditures: A Review of the Literature and New Evidence Using Better Data, Corrine H. Taylor, Wellesley College. Chapter 10: What Happens to Performance Inequality Among Students When Average Test Scores Rise? Samid Hussain, Cornerstone Consulting. Chapter 11: Problems in the Estimation of School Effects: Insights from Improved Models, Jens Ludwig, Georgetown University. Chapter 12: Conclusions and Recommendations, Herbert J. Walberg, University of Illinois at Chicago and David H. Monk, Penn State University

  • science achievement and Educational Productivity a hierarchical linear model
    Journal of Educational Research, 1996
    Co-Authors: Deidra J Young, Arthur J Reynolds, Herbert J. Walberg
    Abstract:

    Achievement test scores were analyzed in relation to individual- and school-level factors in a national sample of about 2,000 tenth-grade students participating in the Longitudinal Study of American Youth in order to investigate the relative importance of school and individual factors in the determination of science learning. Hierarchical linear analyses showed that individual measures accounted for most of the variance. Previous achievement was the preponderant influence on subsequent achievement. Nonetheless, initial science attitude, instructional time, home environment, and exposure to mass media were also significant individual-level influences on science achievement.

  • organizational influences on Educational Productivity
    1995
    Co-Authors: Herbert J. Walberg, Benjamin Levin
    Abstract:

    Part 1 School and district size: school size and student outcomes, William J. Fowler, Jr. the reform school district organizational structure, David H. Monk and James A. Kadamus. Part 2 Reforms in the United Kingdom and the United States: state-driven reforms and Productivity - lessons from South Carolina, Rick Ginsberg school reform in Kentucky - three representations of Educational Productivity, Jane Clark Lindle school reform in England and Wales, Tim Simkins how the policy environment shapes instruction in high poverty classrooms, Christine Padilla and Michael S. Knapp. Part 3 Proposals for reform: the coproduction of learning improving schools from the inside out, Peter Coleman et al teacher empowerment - a policy in search of theory and evidence, Adam Gamoran et al changing basic delivery systems, Benjamin Levin the politics of Educational Productivity, Mary Erina Driscoll and William Lowe Boyd.

Dan Goldhaber - One of the best experts on this subject based on the ideXlab platform.

Bruce D Baker - One of the best experts on this subject based on the ideXlab platform.

  • can flexible non linear modeling tell us anything new about Educational Productivity
    Economics of Education Review, 2001
    Co-Authors: Bruce D Baker
    Abstract:

    Abstract The objective of this study is to test, under relatively simple circumstances, whether flexible non-linear models — including neural networks and genetic algorithms — can reveal otherwise unexpected patterns of relationship in typical school Productivity data. Further, it is my objective to identify useful methods by which “questions raised” by flexible modeling can be explored with respect to our theoretical understandings of Educational Productivity. This study applies three types of algorithm — Backpropagation, Generalized Regression Neural Networks (GRNN) and Group Method of Data Handling (GMDH) — alongside linear regression modeling to school-level data on 183 elementary schools. The study finds that flexible modeling does raise unique questions in the form of identifiable non-linear relationships that go otherwise unnoticed when applying conventional methods.

Benjamin Levin - One of the best experts on this subject based on the ideXlab platform.

  • organizational influences on Educational Productivity
    1995
    Co-Authors: Herbert J. Walberg, Benjamin Levin
    Abstract:

    Part 1 School and district size: school size and student outcomes, William J. Fowler, Jr. the reform school district organizational structure, David H. Monk and James A. Kadamus. Part 2 Reforms in the United Kingdom and the United States: state-driven reforms and Productivity - lessons from South Carolina, Rick Ginsberg school reform in Kentucky - three representations of Educational Productivity, Jane Clark Lindle school reform in England and Wales, Tim Simkins how the policy environment shapes instruction in high poverty classrooms, Christine Padilla and Michael S. Knapp. Part 3 Proposals for reform: the coproduction of learning improving schools from the inside out, Peter Coleman et al teacher empowerment - a policy in search of theory and evidence, Adam Gamoran et al changing basic delivery systems, Benjamin Levin the politics of Educational Productivity, Mary Erina Driscoll and William Lowe Boyd.

  • students and Educational Productivity
    Education Policy Analysis Archives, 1993
    Co-Authors: Benjamin Levin
    Abstract:

    The literature on Productivity in education is extensive. The object of this effort is to find a production function--a mathematical expression of the relationship between inputs and outputs in education. In this paper, the status of the literature on production functions is reviewed. Most of these approaches have seen schooling as something that is done to students, rather than thinking about education as something that students essentially do for themselves. An argument is developed that makes students the key factors in shaping school outcomes, and therefore a central focus of our thinking about Productivity. The paper concludes with suggestions for research and policy.