- The document discusses various studies on the effects of different English education policies on student achievement, including increasing school spending, literacy programs, school choice/competition, and different school types (e.g. academies).
- One study found that an additional £1000 per student in school spending raised achievement by 0.25 standard deviations. Literacy programs were found to have modest positive effects on performance at a low cost.
- Evidence on effects of school choice/competition is mixed, but there may be impacts on inequality. Studies on different school types like academies found improved student intakes and modest achievement gains compared to traditional schools.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Toward Equitable Access and Affordability: How Private Schools and Microschoo...Jeremy Knight
In recent decades, tuition increases in independent schools have outpaced inflation and wage growth, while thousands of Catholic parochial schools — which historically have provided private education at a much lower cost — have closed, leaving middle- and low-income families with few affordable options.
Meanwhile, families across socioeconomic groups express interest in private schooling. While private schools consistently serve about 10% of U.S. students, 40% of parents say they would prefer private schools. These trends suggest a need to look more closely at efforts to increase affordability in private schools and ensure that all families have equitable access to the schools of their choice.
In “Toward Equitable Access and Affordability: How Private Schools and Microschools Seek to Serve Middle- and Low-Income Students,” we sought to understand the landscape of private schools working to provide an affordable education by looking at the approaches they are taking and how they are revisiting traditional operating models. We profile a variety of strategies used by schools to improve access for middle- and low-income families. Some schools rely on reducing the costs to families (i.e., tuition) by providing significant financial aid or partnering with scholarship programs, some have found inventive new revenue streams, and some have streamlined operations and leveraged technology to reduce their per-pupil expenditures.
One category of private schools, the microschool, merited a closer look due to its profoundly different operational and financial model. Through surveys and interviews with microschool leaders and experts around the country, this report seeks to further define this emerging sector of intentionally small, educationally innovative schools and to explore their potential as an affordable independent school option.
Ultimately, this overview of low-cost private schools and microschools surfaced questions about improving equity in private education. The profiles of schools aiming to serve middle- and low-income families highlight unsolved puzzles about how to balance that mission with financial sustainability. The analysis also raises questions about the role of private schools in serving families with more limited means, and about the potential of low-cost models to scale and innovate. Further exploration of these questions is essential to ensuring that in the private sector as well as the public sector, all families have equal access to high-quality options.
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Toward Equitable Access and Affordability: How Private Schools and Microschoo...Jeremy Knight
In recent decades, tuition increases in independent schools have outpaced inflation and wage growth, while thousands of Catholic parochial schools — which historically have provided private education at a much lower cost — have closed, leaving middle- and low-income families with few affordable options.
Meanwhile, families across socioeconomic groups express interest in private schooling. While private schools consistently serve about 10% of U.S. students, 40% of parents say they would prefer private schools. These trends suggest a need to look more closely at efforts to increase affordability in private schools and ensure that all families have equitable access to the schools of their choice.
In “Toward Equitable Access and Affordability: How Private Schools and Microschools Seek to Serve Middle- and Low-Income Students,” we sought to understand the landscape of private schools working to provide an affordable education by looking at the approaches they are taking and how they are revisiting traditional operating models. We profile a variety of strategies used by schools to improve access for middle- and low-income families. Some schools rely on reducing the costs to families (i.e., tuition) by providing significant financial aid or partnering with scholarship programs, some have found inventive new revenue streams, and some have streamlined operations and leveraged technology to reduce their per-pupil expenditures.
One category of private schools, the microschool, merited a closer look due to its profoundly different operational and financial model. Through surveys and interviews with microschool leaders and experts around the country, this report seeks to further define this emerging sector of intentionally small, educationally innovative schools and to explore their potential as an affordable independent school option.
Ultimately, this overview of low-cost private schools and microschools surfaced questions about improving equity in private education. The profiles of schools aiming to serve middle- and low-income families highlight unsolved puzzles about how to balance that mission with financial sustainability. The analysis also raises questions about the role of private schools in serving families with more limited means, and about the potential of low-cost models to scale and innovate. Further exploration of these questions is essential to ensuring that in the private sector as well as the public sector, all families have equal access to high-quality options.
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
Increased enrolments into primary school in developing countries such as Ethiopia has also led to Increased supply of private provision of education especially at primary level.
There are growing concerns around inequality and inequity because more advantaged students have access to private schools types which might be of better quality than public schools and will lead to inequalities in terms of educational achievement. As more children enrol into school there are more concerns for learning outcomes and their predictors.
Although private schools have been around for a while in Ethiopia, there’s very little research available on their effects on pupils’ learning.
Presented at the UKFIET Conference, University of Oxford, 17 September 2015
Want to know how our flagship publication—The ABCs of School Choice 2018 Edition—can work for you? Check out our demo on this handbook that state legislators have used for nearly a decade to compare and contrast school choice programs and policies across the country.
To order yours, visit www.edchoice.org/order.
How can curriculum reform contribute to educational recovery in Scotland and ...EduSkills OECD
The recovery of education systems from COVID-19 is vital to the future social and economic health of societies.
Based on their work during the pandemic, the OECD and Education International have jointly established ten principles to contribute to the debate about how education systems can recover and reach greater levels of quality and equity.
One aspect is about rethinking curriculum design and delivery.
Andreas Schleicher looks at what can be learnt from curriculum reform in Scotland and other countries in the context of the recovery.
Read the ten principles -- https://oe.cd/3DF
An examination of the link between school management and curriculum innovation: A comparative study of public and private primary schools in Greece
Marina Stefania Giannakaki
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
Victor Lavy Conference on “Long Run Effects of Free School Choice: College Attainment, Employment, Earnings, and Social Outcomes at Adulthood” (Madrid, February 29th, 2016)
Equity and Quality in Education: Supporting Disadvantaged Students and Schools EduSkills OECD
Investing in equity in education pays off
Improving equity and reducing school failure is a policy priority, but...
There are many different policies and strategies, yet no common knowledge base of what works
Countries face challenges in adopting and implementing policies to improve equity in education
Supporting disadvantaged schools and students is a lever out of the crisis.
There is a need for clear policy responses
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
Increased enrolments into primary school in developing countries such as Ethiopia has also led to Increased supply of private provision of education especially at primary level.
There are growing concerns around inequality and inequity because more advantaged students have access to private schools types which might be of better quality than public schools and will lead to inequalities in terms of educational achievement. As more children enrol into school there are more concerns for learning outcomes and their predictors.
Although private schools have been around for a while in Ethiopia, there’s very little research available on their effects on pupils’ learning.
Presented at the UKFIET Conference, University of Oxford, 17 September 2015
Want to know how our flagship publication—The ABCs of School Choice 2018 Edition—can work for you? Check out our demo on this handbook that state legislators have used for nearly a decade to compare and contrast school choice programs and policies across the country.
To order yours, visit www.edchoice.org/order.
How can curriculum reform contribute to educational recovery in Scotland and ...EduSkills OECD
The recovery of education systems from COVID-19 is vital to the future social and economic health of societies.
Based on their work during the pandemic, the OECD and Education International have jointly established ten principles to contribute to the debate about how education systems can recover and reach greater levels of quality and equity.
One aspect is about rethinking curriculum design and delivery.
Andreas Schleicher looks at what can be learnt from curriculum reform in Scotland and other countries in the context of the recovery.
Read the ten principles -- https://oe.cd/3DF
An examination of the link between school management and curriculum innovation: A comparative study of public and private primary schools in Greece
Marina Stefania Giannakaki
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
Victor Lavy Conference on “Long Run Effects of Free School Choice: College Attainment, Employment, Earnings, and Social Outcomes at Adulthood” (Madrid, February 29th, 2016)
Equity and Quality in Education: Supporting Disadvantaged Students and Schools EduSkills OECD
Investing in equity in education pays off
Improving equity and reducing school failure is a policy priority, but...
There are many different policies and strategies, yet no common knowledge base of what works
Countries face challenges in adopting and implementing policies to improve equity in education
Supporting disadvantaged schools and students is a lever out of the crisis.
There is a need for clear policy responses
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
Authors: Anders Olofsgård, Jean-Benoit Falisse and Marieke Huysentruyt
Using a randomized field experiment in South Kivu, we study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students on student achievement. Students in the treatment schools scored 0.26σ higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and those who passed the test obtained higher scores. The largest positive impact was found in schools with lower teaching-efficacy and for lower-ability students. Our results demonstrate that incentives-only programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement.
What is the important data that is not being recorded in comparative internat...Frederic Fovet
There have been giant steps made in the last decade with regards to the ways data on student performance is collected, analyzed and used for school improvement (Breakspear, 2014; Rozgonjuk et al., 2019; Wu et al., 2020). Much of the impact of the analysis of this data lies in the fact that it has allowed for large international comparative studies that yield important conclusions on the effectiveness of teaching practices, curriculum, and modes of assessment (Dickinson, 2019; OECD 2000-2015). The PISA framework and annual PISA results have in particular allowed for revealing reflections, at international level, in relation to the objectives, ethos and performance of national educational structures (Krieg, 2019; Patrinos & Angrist, 2018).
International comparative studies carried out on the data collected for the purpose of these large surveys, however, have yet to examine learner diversity or educational system’s ability to develop, grow and sustain inclusive practices in schools (Krammer et al., 2021). As a result, a significant gap exists in the quantitative data that is emerging from international comparative studies (Ainscow, 2015; Booth & Ainscow, 2002; Poulsen & Hewson, 2014).
This presentation will (i) examine the limitations of international, comparative standardized data on the issues of learner diversity and inclusive practices, (ii) explore the quantitative tools that do exist but are currently under-utilized in terms of data mining, (iii) examine the challenges and opportunities which lie ahead in relation to the development of sustainable quantitative tools that might allow for comparative analysis of the various ways national education systems tackle the task of differentiating education.
Presentación del IES Galileo (Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del Colegio Árula (Alalpard, Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del IES Valdebernardo (Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del CEIP Nuestra Señora del Villar (Laguna de Duero, Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Belinda Cerdá, Assessment Group Manager en Cambridge English, sobre los principios de la evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Juliet Wilson, Directora de Assessment de Cambridge English, sobre la evaluación orientada al aprendizaje presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Virginia Díez y Joaquín Vera, asesores técnicos del INEE, sobre los resultados de TIMSS 2015 presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Lis Cercadillo, asesora técnica del INEE, sobre los resultados de PISA 2015 en España presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación de los resultados del estudio TIMSS en España en relación con los países de la OCDE y de la Unión Europea a cargo de técnicos del Instituto Nacional de Evaluación Educativa (Ministerio de Educación, Cultura y Deporte).
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Silvia Montoya, Directora del Instituto de Estadística de la UNESCO.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Maciej Jakubowski, Director del Evidence Institute y profesor en la Universidad de Varsovia (Polonia).
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Antonio España Sánchez, Director del Colegio Nuestra Señora del Recuerdo.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Carmen Peña Jaramillo, Directora del IES Atenea.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Isabel Couso Tapia y Gillermo Gil Escudero, del Instituto Nacional de Evaluación Educativa.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Tue Halgreen y Javier Suárez-Álavarez, analistas del Directorate for Education and Skills (OCDE).
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Educar en el s XXI. UIMP 2013. Evaluation Evidence on English Education Policies:
1. Evaluation Evidence on English
Ed i P li iEducation Policies:
What Can be Learnt?What Can be Learnt?
Sandra McNally
University of Surrey and
Centre for Economic Performance, ,
London School of Economics
3. What works (or not) in schools: CEP research
Policy Sector Project Positive Little or
no effect
Additional comments
Increasing
overall school
Primary Holmlund, McNally,Viarengo (2009)
√
Holmlund et al. find modest effects.
overall school
expenditure Gibbons, McNally,Viarengo (2011)
√
Estimated effects (for urban schools) much larger in
Gibbons et al.
Excellence in
Cities
Secondary Machin, McNally and Meghir (2010) √ Moderate effects but cost-effective; Highest effect for
most able pupils in most disadvantaged schools
Li dLiteracy and
Numeracy
Strategies
Primary Machin and McNally (2008; 2010) √ Moderate effects at very low cost.
Academies Secondary Machin and Wilson (2009)
Machin and Vernoit (2011) √
Machin and Wilson (2009) found no effect in short-term
Machin and Vernoit (2011) find positive effects forMachin and Vernoit (2011)
Machin and Silva (2013)
√ Machin and Vernoit (2011) find positive effects for
schools that have been in programme for some time.
But Machin and Silva (2013) find no effects in the tail
of the distribution
Choice and
competition
Primary Gibbons, Machin, Silva (2006, 2009)
√
Suggestion that small effect might be possible in schools
with greater autonomy
Special
Educational
Primary Keslair, Maurin, McNally (2012) √ No effect (or even a negative effect)
Needs
4.
5. Evidence on the effects of school expenditure
(Gibbons, McNally, Viarengo)
E id f l ff t f h l di hi t f• Evidence for causal effects of school spending on achievement from
LA‐income differentials and Area Cost Adjustments
• £1000 per student school spending (per year) raised achievement by
~0.25 s.d. age 11
• Spending more effective in schools with more ‘disadvantaged’
students
6. Ch i P dChanging Pedagogy:
The Literacy Houry
• National Literacy Strategy introduced
nationwide in September 1998
(so first year of testing in Summer 1999)(so first year of testing in Summer 1999).
• Sets out a framework for teaching: termly
hi bj i fteaching objectives for 5-11 age range;
provides a practical structure of time and
class management for a daily literacy hour.
7.
8. Some results
• Policy seemed to raise performance: About
0.091 of a standard deviation.
• Compare the per pupil costs of the policy
i h h i b fi fl d iwith the economic benefits, as reflected in
predicted labour market earnings.
9. Cost-Benefit Calculations
• Translate test gains to earnings impact using
h d Th di d l fanother data set. The present discounted value of
the cumulative effect of the literacy hour is
b £2 103 d £5 476between £2,103 and £5,476
• The main costs were 14 local centres and literacy
l Th l hconsultants. The total cost per annum was thus
£2.5 million (covering 222,261 pupils in
aggregate) The cost per pupil is £25 52 peraggregate). The cost per pupil is £25.52 per
annum.
10. Choice and Competition:
Rationale (in economic terms)
hi f d d h l• Better matching of students and schools
(based on the tastes and needs of the
/student/family and what the school provides)
• Facilitates competition between schools as a
mechanism to raise standards (i e parentsmechanism to raise standards (i.e. parents
given freedom to choose school ‐ puts
pressure on schools to attract students if theirpressure on schools to attract students if their
funding is linked to student numbers).
11. School choice and other policiesSchool choice and other policies
• Usually school choice is linked to competition.y p
• Can also be linked to school accountability (in
England, the publication of ‘league tables’ of school g , p g
performance).
• Recently, in many countries, school choice has y, y ,
increased as a result of the creation of new (publicly
funded) schools that depart from the traditional
model (characterised by their autonomy).
• Effects of school choice may be different depending
on polices relating to accountability and school
autonomy.
12. Competition choice and attainmentCompetition, choice and attainment
Gibbons, Machin and Silva (2008)
• Pupil Choice: Do children who with more choice show
faster educational progress?faster educational progress?
S h l C titi b t h l D h l th t• School Competition between schools: Do schools that
enrol children who have more choices perform better?
• They study London and surrounding area using pupil
census data for 2002 and 2003 on tests in primary school
at age 7 and age 11: ‘Value Added’
14. 2. Calculate median commuting distance (straight line)
Pupil homesp
School
‘Travel area’: circle
at median distance
15. 3 Count how many schools each pupil can reach if they3. Count how many schools each pupil can reach if they
travel no more than the median commute to each school
2
3
2
2
1
= pupil choice index1
0
1
0
16. 4. Calculate school competition index = mean of thep
pupils’ choice index by school attended
2
3
2
2
1
00
1
0
0
0
1
0
0
Non-competitive: =0Competitive: =1.25
18. The strategy
• Local Authority (LA) boundaries create discontinuities in
school choice:school choice:
– Pupils living near LA boundaries have less choice than pupils
in the centrein the centre
– Schools near LA boundaries face less competition from other
schools than schools in the centre
• Use distance from LA boundary to predict choice (home)• Use distance from LA boundary to predict choice (home)
and competition (school)
(B i f I t t l V i bl St t )(Basis for Instrumental Variable Strategy)
19. FindingsFindings
• Pupils with more choices do no better than pupils with
restricted choicesrestricted choices
• Pupil achievement is marginally higher in schools that
i iappear more competitive
– Correlation attributable to Faith schools only
• Isolated schools close to LA boundaries face less
competition, but perform (insignificantly) better than more
central schools
20. Choice and Competition – Summary
• The evidence from this English study (like many others)
i it i diffi lt t d t t ff t f h i dis it is difficult to detect effects of choice and
competition on achievement, but their may be an effect
on inequalityon inequality.
• See also the large literature on house prices and school• See also the large literature on house prices and school
quality, which shows that parents are willing to pay
significant amounts more to buy houses in catchmentg y
areas with better performing schools. This willingness
to pay shows a significant parental demand for places
i i l h lin particular schools.
21. School Types – Autonomy and Governance
• More recent reforms have increased the variety ofMore recent reforms have increased the variety of
education through different school types.
• Examples are:Examples are:
- Charter schools in the US;Charter schools in the US;
- Free schools in Sweden;
- Academies in England- Academies in England.
22. School Types – Autonomy and Governance
These school types have much more autonomy thanThese school types have much more autonomy than
standard state/public schools.
Their governance structures are also more varied , with
less role from the state and more from the privatep
sector.
They were introduced recently, so there is not a large
body of research, but there is significant research and
policy interest in whether different school types can
enhance performance.
23. School Types – Some Selected Studies
Study Question and Approach Context Findings
1). Abdulkadiroğlu et al
(2011)a
Look at the impact of charter school
attendance on achievement.
Identification is from student
US - charter schools
in Boston.
i) Large, significant gains in test
scores for pupils in charter schools.
ii) Larger effects where assignmentIdentification is from student
assignment lotteries.
ii) Larger effects where assignment
lotteries are binding.
2) Bohlmark and Did the infl of free schools S eden i) Moderate positi e impact of free2). Bohlmark and
Lindahl (2007)b
Did the influx of free schools
enhance academic achievement.
Adopt a differences-in-differences
approach before and after the reforms
Sweden -
municipality panel
data, 1988/9 to
2002/3.
i) Moderate positive impact of free
school growth on municiplaity
academic performance.
ii) Bigger effects for children from
to compare areas with large growth in
free schools to those with less
growth.
highly educated families; no effects
for low education families and
immigrants.
3). Machin and Vernoit
(2011)c
The introduction of Academy schools
to English education. Uses future
Academies as control group.
England - secondary
schools in the 2000s
i) Quality of pupil intake improves
relative to predecessor schools.
ii) Modest positive effect ong p ) p
achievement.
iii) Bigger effects for schools making
bigger autonomy movements.
Notes: a - Abdulkadiroglu, A., J. Angrist, S. Dynarksi, T. Kane and P. Pathak (2011) Accountability and Flexibility in Public Schools: Evidence From Boston's Chaters and
Pilots, Quarterly Journal of Economics. b - Bohlmark, A. and M. Lindahl (2007) The Impact of School Choice on Pupil Achievement, Segregation and Costs: Swedish
Evidence, IZA Discussion Paper. c - Machin, S. and J. Vernoit (2011) Changing School Autonomy: Academy Schools and their Introduction to England's Education, CEE
Discussion Paper.
24. Chapter by Steve Machin and Olmo Silva in book by Paul
Marshall (Google eBook): The Tail: How England's schoolsMarshall (Google eBook): The Tail: How England s schools
fail one child in five ? and what can be done
• Machin and Silva (2013): School Structure,( )
School Autonomy and the Tail
• Look at the effects of ‘school academies’ acrossLook at the effects of school academies across
the distribution of pupil prior attainment.
Outcome is exam at age 16 (GCSE).Outcome is exam at age 16 (GCSE).
• Find no beneficial effects of school academies in
the tail of the distribution (all benefits are furtherthe tail of the distribution (all benefits are further
up the distribution)
27. School Types – Summary
• Early evidence suggests that in some circumstances,
there may be beneficial effects from school types that
offer more autonomy and more diverse governanceoffer more autonomy and more diverse governance
structures.
• But it is early days and evaluations are so far small
scale and so the generalisability of the findings isscale and so the generalisability of the findings is
somewhat limited.
28. ConclusionConclusion
• Resources matter! There is justification for protecting• Resources matter! There is justification for protecting
education budgets
• Interventions to affect pedagogy can be very costInterventions to affect pedagogy can be very cost
effective (important to evaluate properly in advance)
• Choice and competition have been a blunt instrument toChoice and competition have been a blunt instrument to
increase achievement – but this could change in an
environment where schools have more autonomy.
• Evidence to date suggests more autonomy could have
good effects – but not necessarily for ‘hard to reach’
il D ’t t thi t l ti i ltpupils. Don’t expect this to revolutionise results.