Journal•ISSN: 0162-3737
Educational Evaluation and Policy Analysis
SAGE Publishing
About: Educational Evaluation and Policy Analysis is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Academic achievement & Program evaluation. It has an ISSN identifier of 0162-3737. Over the lifetime, 1357 publications have been published receiving 112274 citations. The journal is also known as: Educational evaluation and policy analysis & Educ. Eval. Policy Anal..
Topics: Academic achievement, Program evaluation, Higher education, Curriculum, Educational evaluation
Papers published on a yearly basis
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TL;DR: In this paper, the authors focus on focusing and bounding the collection of data, focusing on within-site and cross-site analysis, and drawing and verifying conclusions of the results.
Abstract: Part One: Introduction Part Two: Focusing and Bounding the Collection of Data Part Three: Analysis During Data Collection Part Four: Within-Site Analysis Part Five: Cross-Site Analysis Part Six: Matrix Displays: Some General Suggestions Part Seven: Drawing and Verifying Conclusions Part Eight: Concluding Remarks
11,004 citations
TL;DR: In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods as discussed by the authors, which can be classified into three categories: qualitative, quantitative, and qualitative.
Abstract: In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods. Such prac...
5,578 citations
TL;DR: A very good book indeed as discussed by the authors is a welcome contribution to the maturing of evaluation into an interdisciplinary field whose function in describing and understanding social programs is as important as its role in explaining or judging those programs.
Abstract: `a very good book indeed... I have read and re-read many parts of the text... Wit, thoughtfulness, graceful style, and practical advice are well mixed... a welcome contribution to the maturing of evaluation into an interdisciplinary field whose function in describing and understanding social programs is as important as its role in explaining or judging those programs' -- Educational Evaluation and Policy Analysis
4,235 citations
TL;DR: The authors reviewed the available educational production literature, updating previous summaries, and showed that there is not a strong or consistent relationship between student performance and school resources, at least after variations in family inputs are taken into account.
Abstract: The relationship between school resources and student achievement has been controversial, in large part because it calls into question a variety of traditional policy approaches. This article reviews the available educational production literature, updating previous summaries. The close to 400 studies of student achievement demonstrate that there is not a strong or consistent relationship between student performance and school resources, at least after variations in family inputs are taken into account. These results are also reconciled with meta-analytic approaches and with other investigations on how school resources affect labor market outcomes. Simple resource policies hold little hope for improving student outcomes.
1,651 citations
TL;DR: This paper used data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement, and found that teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains.
Abstract: It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains. Our estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but we find larger effects on mathematics achievement than on reading achievement. The estimated relation of teacher experience with student achievement gains is substantial, but is statistically significant only for 2nd-grade reading and 3rd-grade mathematics achievement. We also find much larger teacher e...
1,633 citations