Suchergebnisse

Suggestions for improving the school choice model proposed by Kenneth Godwin et al (1998) include increasing the time frame of the 5-year experiment, & extending the autonomy proposed for private providers to the public sector. It is maintained that the charter school experience indicates parents want publicly sponsored schools that offer varied choices; however, the proposed 33% minority enrollment is seen as unrealistic in certain geographic areas. A suggested alternative is for schools to fill up to 15% of new places with low-income students if that many apply. The benefits of replacing the no-tuition proposal with a capped means-tested tuition are discussed, along with the possibility of reducing the 50% voucher for the very rich. The mean of equality of opportunity & the importance of test scores are examined, along with the assumption that class or racial segregation hurts achievement, the issue of the common good, & the relation between choice & fostering of community. J. Lindroth

Read before the Institute of public administration [Copenhagen, Denmark], Sept., 1926.

As public schools become desegregated, do local districts increase or decrease their financial outlays for public education? Using previously unavailable data from a 1980 census-mapping project, analysis of 345 school districts in 5 southern states indicates a pattern of general stability in public finance during the 1970s. Contrary to much conventional wisdom, changes in school district finance are found to be largely independent of trends in school desegregation. 2 Tables, 20 References. HA

Fiscal aspects of school desegregation of the 1970s.

Systems theory and families / Amy L. Reschly -- Collaborating with families to improve complete mental health screening / Eui Kyung Kim, Ashley Mayworm, Rhea Wagle, and Erin Dowdy -- Family-school partnerships in tiered systems of support / Shannon R. Holmes, Wendy M. Reinke, Keith C. Herman, Aaron M. Thompson, and Laura E. Danforth -- Tier I family-school partnership programs / John Eagle, Jenlyn Furey, and Shannon Dowd-Eagle -- Tier II family-school partnership programs / John E. Lochman, Caroline L. Boxmeyer, Nicholas Ialongo, Sara C. McDaniel, Elise T. Pas, and Nicole P. Powell -- Targeting student concerns through family-school programs : individualized tier III supports engaging parents as partners / Susan M. Sheridan and Samantha R. Angell -- Implementing culturally responsive practices in family-school partnership programs / Sherrell Hicklen House -- Preventive approaches for working with families in schools from early childhood to adolescence / Danielle Wilson, Camille C. Cioffi, and Elizabeth A. Stormshak -- Using technology to maximize engagement and outcomes in family-school partnerships / Aaron J. Fischer and Bradley S. Bloomfield -- Implementation toward sustainment of family-school partnership programs / Genery D. Booster, Jennifer A. Mautone, Thomas J. Power, and Ricardo Eiraldi -- Translational research on evidence-based parenting support within public schools : strategies, challenges, and potential solutions / Thomas J. Dishion, S. Andrew Garbacz, John R. Seeley, Elizabeth A. Stormshak, Keith Smolkowski, Kevin J. Moore, Corrina Falkenstein, Jeff M. Gau, Hanjoe Kim, and Gregory M. Fosco -- Designing, analyzing, and disseminating research on family-school partnership programs / Natalie Koziol and Amanda L. Witte.

This study examines the determinants of high school graduation in Australia. It uses two main approaches to estimation. The first of these is a conventional probit model based on a range of family background & demographic variables. This approach is then extended through consideration of a random parameters probit model. The results show that schools matter to the chances of completing high school in Australia. However, the school effects seem to have more to do with the selection of more able students with superior socioeconomic backgrounds than with the independent creation of favorable school or classroom climates. 3 Tables, 1 Appendix, 32 References. Adapted from the source document.