Suchergebnisse

In this article, David Card and Alan Krueger review the literature examining how school resources affect students' educational attainment and earnings. After addressing the challenges that researchers face in studying such a connection, the authors describe the theoretical framework they used to interpret the literature on schooling, school quality, and earnings. The framework is guided by four propositions: that earnings rise with educational attainment; that the marginal payoff to additional schooling is higher for those who attend quality schools; that, if the monetary payoff to an additional year of schooling rises, some students will attend school longer; and that a portion of the observed association between earnings and education is due to unobserved factors. After an account of the empirical findings in these studies, the authors conclude that there is some evidence that school resources affect earnings and educational attainment, although much uncertainty remains in the literature.

The following research study was conducted during the 2005 – 2006 academic year. Its purpose is to help the National Center for Engineering and Technology Education determine those engineering outcomes that should be studied in high school when the high school student intends to pursue engineering in college. The results of the study will also be used to determine those engineering student outcomes that all technology education high school students should learn in order to aid them in becoming more technologically literate. A modified Delphi approach as used for the study. The participants were a panel of experts consisting of engineers, engineering educators, or those expertly familiar with engineering education such as a government expert or learned society employee. The modified Delphi study ran for six rounds of inquiry during which the panel of experts reached consensus on the identity and importance of 43 engineering student outcomes for use in pre-engineering high school student learning. The panel of experts also reached consensus on the relative importance of three of seven groupings of engineer student outcomes for high school.

This study was an evaluation of student outcomes following a five-year implementation of PLCs at Midwest High School in the U.S. Three research questions were addressed: (1) Has student achievement increased during the course of implementing PLCs? If so, is there evidence that this is a result of a contribution from PLC implementation from 2006-2011? (2) Have teacher attitudes toward curriculum rigor, public image, quality of education, and post-high school preparedness changed during the implementation of PLCs from 2006-2011? (3) Is the staff, in April 2011, a mature PLC? For research question one, eight hypotheses resulted in the evaluation of quantitative data. Freshmen report cards were analyzed using a chi-square test for homogeneity of proportions. Algebra I, Biology, and English II Missouri EOC Exam data were analyzed using a Z-test for difference in proportions. Finally, Algebra I, American Government, English II, and Biology final exams were analyzed using a Z-test for difference in proportions. For research questions two and three, teacher survey data was analyzed using a Likert-like scale. Only the Algebra I and Biology Missouri EOC Exam data showed measurable increases in student outcomes at an alpha level of 0.05. Based on the study, the researcher identified strengths of Midwest High School that included its school-wide intervention program, shared-decision making by leadership, rigorous curriculum, post-high school preparedness, and the Algebra I and Biology PLC teams. The researcher made recommendations to Midwest High School that could help fill in the gaps identified in this study. Additionally, the researcher discussed the implications of this study for PLC high schools and high schools whose staff wishes to become a PLC.