Investigación Chumacero Paredes Díaz
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This paper examines how school choice in Chile is impacted by the availability of information on school quality. It finds that while parents claim to prioritize quality, in practice they often choose schools based on proximity. By analyzing a natural experiment where test score information was sometimes public and sometimes not, the paper shows that when given information, parents make choices more in line with school quality rather than just distance. The results suggest that more transparent information can help parents make better-informed decisions about school choice.
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1) What is the dependent variable for the regression?
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4) Do you think it would've been better to include other p value thresholds as well? Please explain.
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92 Public Administration Review • January/February 2001, Vol. 61, No. 1
John Bohte
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at the Local Level
A major debate in American education centers on the role bureaucracy plays in shaping educa-
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contributed to dramatic performance shortfalls in America’s public schools. Other scholars view
educational bureaucracies as beneficial because they manage a wide range of problems and thus
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dent performance across several different grade levels.
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system of public education in America. School-choice ad-
vocates (Chubb and Moe 1990; Fliegel and MacGuire 1993)
argue that school choice allows parents and students to flee
low-quality public schools and move to higher-quality pri-
vate schools. Thus, school choice forces public schools to
improve in order to remain competitive with private schools.
Critics of school choice (Henig 1994; Smith 1994; Smith
and Meier 1995; Witte 1991, 1992) point to a large body of
empirical evidence showing that few of the alleged benefits
of school choice are realized when such programs are imple-
mented and their effects are examined. In addition to look-
ing at the effectiveness of school-choice programs in im-
proving student performance, scholars have examined how
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1) Standardized testing has expanded dramatically in recent years in the U.S. and plays a much larger role in education than ever before or in other countries.
2) Non-instructional factors like socioeconomic status explain most of the variation in test scores between schools and districts.
3) Norm-referenced tests are designed to spread out scores, not measure learning or teaching quality.
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The document discusses methods that schools use to report student progress to parents, including report cards, conferences, newsletters and visits. It notes the importance of parent involvement but also difficulties in assigning grades due to variability between teachers and lack of standardized measures. The document then describes several common methods for reporting grades, such as percentages, letters, descriptive reports, percentiles and ranks. It concludes that the best reports include both qualitative and quantitative information.
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1
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Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
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Organizational Profile
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Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
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Discussant: Claire Galante, Project Manager at Agence Française de Développement
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The document discusses methods that schools use to report student progress to parents, including report cards, conferences, newsletters and visits. It notes the importance of parent involvement but also difficulties in assigning grades due to variability between teachers and lack of standardized measures. The document then describes several common methods for reporting grades, such as percentages, letters, descriptive reports, percentiles and ranks. It concludes that the best reports include both qualitative and quantitative information.
Michael, There are two major flaws here, the first being that your
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1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
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Urquiola 2009
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2) The authors develop an economic model showing that class size is an inverted-U shaped function of household income, which biases cross-sectional estimates, and that schools stack students at multiples of the class size cap, invalidating regression discontinuity estimates.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 7. How things really are (Distance)
- 8. How things really are (Distance and age)
- 9. How things really are (Attending the nearest school)
- 10. Elite voucher schools (where they are)
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- 12. How things really are (Quality)
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