Evaluation Of Educational Policies Research Articles

Equity, the Arts, and Urban Education: A Review

This review examines empirical studies of educational equity in and through the arts with broad implications for urban education. It extends the literature by (a) describing the interrelated spaces of urban education and the arts, (b) integrating knowledge of arts education across formal and informal learning environments, and (c) examining the arts as a proximal measure of justice in education. The review pursued two questions: What is known about equity in arts education in the United States? And what role does arts education play in maintaining and challenging educational disparities? Findings suggest widespread macro- and micro-inequities produced in and through the arts. Additionally, arts equity research is scattered into silos, disconnected by methodological camps and sites of inquiry. This review brings greater coherence and recognition to an emerging knowledge base and models a multidimensional framework for research and evaluation of arts education policies and programs, particularly those targeting underserved urban communities.

Research Evidence Highlights the Importance of Effective Intervention, Special Education Policy and Multimodal Diagnostic Evaluation

Research Evidence Highlights the Importance of Effective Intervention, Special Education Policy and Multimodal Diagnostic Evaluation

Evaluating Educational Inequality Within Educational Expansion: A Formal Comparison Between Odds Ratio and the Educational Gini Coefficient

Odds ratio (OR) and the educational Gini coefficient (EGINI) defined on a specific social grouping scheme can both be used to gauge educational inequality. In this study, we systematically review the scholarship that underpins the utilities of OR and EGINI and evaluate their properties across four research scenarios of allocating newly created opportunities under educational expansion. Formal analyses suggest that (1) both OR and EGINI monotonically increase (decrease) if the newly created educational positions are entirely delivered to the upper (lower) class. However, the rate of change differs between OR and EGINI. (2) When educational opportunities within expansion are allocated according to the relative populations of social classes, the probabilities of upper and lower classes to receive better education rise by the same extent, suggesting that all social classes benefit from the proliferation of educational credentials. This would drive down the EGINI, but change in OR is not monotonic. (3) EGINI remains unchanged if the newly created educational opportunities are allocated based on the initial class composition of better educated individuals before educational expansion. However, OR is driven to increase by the “Matthew Effect” where the increment in educational probability for the upper class is larger than that for the lower class. The discrepancy of empirical patterns between OR and EGINI is explained, and the practical implications are discussed using a case study of the educational policy evaluation in Britain.

Spanish

The evaluation of educational policies is a political, scientific and social priority. This is due to the existence of a policy concern for advancing the design and implementation of policy impact, linked with the interest of the scientific community to better understand the meaning and function of education policy in improving the quality of education systems in democratic societies. Therefore, this article reviews the status of the educational policy evaluation so as to allow us to establish: the theoretical perspectives with greater tradition in this arena and the emerging positions, the methodological issues related to the development of systems evaluation indicators and index, and current challenges posed by the movement of Informed-Policy . Thus, it advocates a descriptive-exploratory approach with reference sources and primary data. The results draw: a tendency to establish links between empirical evidence and educational policies in terms of Informed-Policy , and a growing concern for evaluations of Informed-Policy in Education about their contributions to educational equity. How to reference this article Sanchez-Santamaria, J., & Espinoza, O. (2015). Evaluacion de las politicas educativas desde la Informed-Policy: Consideraciones teorico-metodologicas y retos actuales . Foro de Educacion , 13(19), 381-405. doi: http://dx.doi.org/10.14516/fde.2015.013.019.017

Analysis of Public Policies for Sexuality Education in Germany and The Netherlands

The purpose of this article is to present an analysis of the philosophical, historical, sociological, political, and economic perspectives reflected in the public policies about lifespan sexuality education of Germany and The Netherlands. A new conceptual framework for analysis and evaluation of sexuality education policies that integrates the Conceptual Model of Nursing and Health Policy and the Neuman Systems Model guided the analysis. Semi-structured interviews were conducted with 27 informants from the two countries during the summers of 2012 and 2013. A short discussion of sexuality education in the United States is presented with implications focused on how the results of the analyses of sexuality education policies in Germany and The Netherlands could influence development of sexuality education policies in the United States.

What is Global Studies in Education?

The Global Studies in Education (GSE) division is built upon the tradition of the Comparative and International Education program at Illinois. It includes faculty and students interested in examining the changing forms of global interconnectivity and interdependence and their implications for thinking about and researching educational policy and governance; the media and popular cultures; the politics of social identities; postcolonialism in education; gender, class and racial inequalities; the political economy of knowledge production and management; development and education; and issues concerning the new global ecologies of learning. The Faculty associated with the division have conducted research in most regions of the world, and have also written extensively on theories of globalization; postcoloniality; identity and the politics of representation; culture and education and the emerging role of international and nongovernment organizations in the development and evaluation of educational policies. They organize major international conferences; publish widely; consult with governments and nongovernment organizations; and edit various journals including Policy Futures in Education, Educational Philosophy and Theory; and E-Learning.[2]

When You Say Nothing at All: The Predictive Power of Student Effort on Surveys

Character traits and noncognitive skills are important for human capital development and long-run life outcomes. Research in economics and psychology now shows this clearly. But research into the exact determinants of noncognitive skills have been slowed by a common data limitation: most large-scale datasets do not contain adequate measures of noncognitive skills.This is a particularly acute problem in education policy evaluation. We demonstrate that there are important latent data within any survey dataset that can be used as proxy measures of noncognitive skills. Specifically, we examine the amount of conscientious effort that students exhibit on surveys, as measured by their item response rates. We use six nationally representative, longitudinal surveys of American youth. We find that the percentage of questions left unanswered during the baseline year, when respondents were adolescents, is a significant predictor of later-life outcomes. Respondents with higher item response rates are more likely to attain higher levels of education. The pattern of findings gives compelling reasons to view item response rates as a promising behavioral measure of noncognitive skills for use in future research in education. We posit that response rates are a partial measure of conscientiousness, though additional research from the field of psychology is required to determine what exact noncognitive skills are being captured by item response rates.

O EMPRESARIAMENTO DA EDUCAÇÃO PÚBLICA: O CASO DO PROGRAMA ACELERA BRASIL

<p>Este texto objetiva uma análise preliminar do Programa Acelera Brasil, do Instituto Ayrton Senna, voltado para corrigir o fluxo do Ensino Fundamental. A partir de pesquisa documental e de entrevista, aponta elementos constitutivos da educação em contexto econômico, político e social, com a forte presença de empresas privadas na elaboração, execução e avaliação das políticas educacionais. Discute o empresariamento e o movimento de resistências; as políticas de aceleração, destacando a política do Programa; e questões relativas à (falta de) autonomia docente. Preliminarmente, aponta as concepções do Programa na busca da superação das taxas de baixo aproveitamento escolar.</p>

LOS EFECTOS DE LA EVALUACIÓN DE LAS POLÍTICAS EDUCATIVAS EN FRANCIA

INTRODUCTION. This article analyzes the effects of the evaluation of educational policies in France. METHODS. It is based on an exhaustive analysis of the theoretical and empirical studies carried out by researchers specialized in this topic, on the reports written by entities related to the French Educational Ministry, such as the High Council for Evaluation, the Directorate of Permanent Education or the General Inspections of the French Educational Ministry, and on the statistics of the Directorate of Evaluation, Prospective and Performance. RESULTS. The article concludes that an uncertain relationship exists between evaluation and decision making because political representatives scarcely request evaluations and, when they do it is because they are in a situation of extreme difficulty. In addition, the conclusions of the evaluations sometimes have a limited operative character and evaluation, as it is currently institutionalized in France, is not binding for decision makers. Furthermore, the study reveals that the effects of evaluation on the conduct and practice of the different actors involved in the educational system are relatively positive. Lastly, the study highlights the fact that evaluation makes it possible to create a space where mutual communication among the different actors of the educational system leads them to construct a shared sense of meaning, and often serves as an instrument that fosters further training and professionalization by evaluators as well as those who are evaluated. DISCUSSION. The evaluation of educational policies, seen as an activity which produces knowledge, does not manage to favor and even to guide public debate on education. In fact, a contradiction exists between the proliferation of surveys and public reports written after the implementation of educational reforms and an inability to settle essential educational matters.

SPECIAL ISSUE ON THE ECONOMICS OF EDUCATION: GENERAL INTRODUCTION

The present issue of Annals of Economics brings together a number of articles devoted to the Economics of Education . These papers are empirical and use applied econometric techniques. They also have in common the quest for rigorous identification strategies and a causal approach to the evaluation of public education policies.

The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain

Governments frequently introduce education policy reforms to improve the educational outcomes of pupils. These often have simultaneous effects on pupils because they are implemented in the same schools and at the same time. In this paper, we evaluate the relative and multiple overlapping effects of two flagship British educational policies – the Excellence in Cities initiative and the specialist schools policy. We compare the estimates from multi-level cross-sectional and difference-in-differences (DID) matching models. The policy impacts estimated from cross-sectional models are typically positive, quite large and rise over time. The specialist schools policy had a much greater impact on test scores. However, DID matching estimates of the overlapping policies show an increase in GCSE test scores by only 0.5–1 point. We interpret this result as a small causal effect arising from complementarities between the two policies.

Crises as catalysts for change: re-energising teacher education in Northern Ireland

Background: Teacher education has been the subject of a seven-year review culminating with the issuing of a consultation document Teacher education in a climate of change: The way forward (Department for Employment and Learning and Department for Education 2010). Issues of rationalisation, demographic trends, the over-provision of teachers and the cost of initial teacher education inter alia dominated the agenda. Purpose: The paper seeks to assess the ways in which the current economic climate, student tuition fees, reduced income from government and the declining demographic situation will affect recruitment, on the profile of applicants to teacher education, on widening access and participation, and on models of teacher education. As the environment becomes increasingly globally competitive, issues surrounding the nature, quality, cost and content of programmes will be analysed. Sources of evidence: Data that informs the paper derive from multiple sources including education policy documents, review and strategy documents, research reports and relevant research literature. It will be complemented by the author's knowledge and experience as a teacher, teacher educator and international researcher, and sustained contributor to the formulation, implementation and evaluation of teacher education policy in NI. Main argument: With the predicted reduction in expenditure for higher education in NI likely to be considerable over the next four years, substantial cuts in teacher education are inevitable. At a time when participation rates for under-represented groups are being encouraged, higher student fees and reduced quotas will impede the goal of achieving a more equitable teaching workforce. Rather than concentrating on the uncertainties that characterise the current economic climate, it will be important not to focus exclusively on survival and sustainability but on longer-term opportunities for transforming and re-conceptualising teacher education. Conclusions: All of the current national teacher education review documents in England, Republic of Ireland, Northern Ireland and Scotland highlight the need to improve teacher education. Irrespective of the constraining global financial situation, a career-long model for teachers' professional learning is overdue. It is possible, even in financially challenging circumstances, to realise the opportunities for creative change to ensure that teacher education maintains its high standards and reputation. Enhanced resourcing by itself does not necessarily guarantee enhanced provision.

Let's Get Moving

This study reviews obesity trends and physical education policies of 13 states with the highest and lowest youth obesity rates. A review of state policies for physical education was compared and analyzed. Although a majority of the states had physical education policies, they were typically not mandated and varied in time and grade-level requirements. However, little distinction in policies between states with higher and lower prevalence of obese youth was found. Financial and infrastructure support for the implementation and evaluation of physical education policies are needed, as well as innovative strategies including socioecological models to better address the obesity epidemic.

Econometric methods for causal evaluation of education policies and practices: a non‐technical guide

Education policy‐makers and practitioners want to know which policies and practices can best achieve their goals. But research that can inform evidence‐based policy often requires complex methods to distinguish causation from accidental association. Avoiding econometric jargon and technical detail, this paper explains the main idea and intuition of leading empirical strategies devised to identify causal impacts and illustrates their use with real‐world examples. It covers six evaluation methods: controlled experiments, lotteries of oversubscribed programs, instrumental variables, regression discontinuities, differences‐in‐differences approach, and panel data techniques. Illustrating applications include evaluations of early childhood interventions, voucher lotteries, funding programs for disadvantaged students, and compulsory school and tracking reforms.

Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide

Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide

Question-order effects in social network name generators

Social network surveys are an important tool for empirical research in a variety of fields, including the study of social capital and the evaluation of educational and social policy. A growing body of methodological research sheds light on the validity and reliability of social network survey data regarding a single relation, but much less attention has been paid to the measurement of multiplex networks and the validity of comparisons among criterion relations. In this paper, we identify ways that surveys designed to collect multiplex social network data might be vulnerable to question-order effects. We then test several hypotheses using a split-ballot experiment embedded in an online multiple name generator survey of teachers’ advice networks, collected for a study of complete networks. We conclude by discussing implications for the design of multiple name generator social network surveys.

Adolescent Street Boy Urchins and Vocational Training in Northern Nigeria

In northern Nigeria, over 80% of the unskilled and uneducated adolescent street boys, or Almajiris, are from the ethnic Hausa-Fulani tribes. They depend on street begging and menial jobs for daily survival. In dealing with the situation, state vocational centers were established as the Millennium Hope Project (MHP) to provide the boys with trades and skills for self-reliance and socioeconomic transformations. This article presents findings from an educational policy evaluation research study of the MHP implementation and outcomes. The research was based on an ethnographic approach using multimodal data derived from interviews and observations and data analysis-involved transcription, categorization, and coding. Major themes include the cultural identities and statuses of the boys, curriculum implementation and management of the project, socioeconomic transformation of learning outcome, and the challenges and positive impacts of the MHP on the boys. The themes are discussed using the boys' “voices” and pertinent literature. The conclusion includes educational policy remedies for future reforms and modification of the project.

Evaluating the Quality of Italian Local Vocational Training Systems

In Europe, the aim of achieving a knowledge-based society makes the quality of training systems a topic of crucial importance. Italy is also interested in working out strategies and tools for improving its training supply. To this end the Ministry of Labour asked a public research institute, the Institute for the Development of Workers' Vocational Training (ISFOL), to design a self-assessment tool (SAT) for evaluating the quality of regional training systems. The article tracks the logical and chronological course undertaken to design the SAT, bearing in mind the current conditions of Italian public authorities responsible for the programming, management and evaluation of vocational education and training policies. The SAT methodological choices and its design are described, as well as its application by all Italian central and northern regions. The article concludes by mapping out ways in which the SAT can be used and pointing out some still unresolved issues.

Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide

Education policy-makers and practitioners want to know which policies and practices can best achieve their goals. But research that can inform evidence-based policy often requires complex methods to distinguish causation from accidental association. Avoiding econometric jargon and technical detail, this paper explains the main idea and intuition of leading empirical strategies devised to identify causal impacts and illustrates their use with real-world examples. It covers six evaluation methods: controlled experiments, lotteries of oversubscribed programs, instrumental variables, regression discontinuities, differences-indifferences, and panel-data techniques. Illustrating applications include evaluations of early-childhood interventions, voucher lotteries, funding programs for disadvantaged, and compulsory-school and tracking reforms.

Evaluación del costo-efectividad del gasto social en educación y salud en Bolivia

Una de las mayores preocupaciones de la política de desarrollo reside en mejorar la calidad de los recursos humanos para alcanzar niveles de productividad más altos. La calidad en el trabajo puede alcanzarse por medio de la educación y el mejoramiento de los niveles de salud y nutrición de la población. El presente trabajo apela al Análisis Costo-efectividad como una forma de evaluar el impacto del gasto social en Bolivia a lo largo de una década, el cual, independientemente de los diversos cambios de administración gubernamental que ocurrieron, se mantuvo consistente, y, lo que es más importante, mostró resultados efectivos en la población estudiantil y en la salud de la población. La limitación recurrente reside en la disponibilidad de información estadística desagregada a nivel municipal para evaluar la efectividad del gasto social a ese nivel. Ello restringe de manera determinante las labores de monitoreo y evaluación de las políticas públicas de educación y salud, tanto a nivel nacional como a nivel local y regional por las entidades estatales correspondientes.