Equality of Educational Opportunity: The
01 Jan 2010-
About: The article was published on 2010-01-01 and is currently open access. It has received 1543 citations till now.
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Book•
19 Nov 2008TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References
6,776 citations
TL;DR: A dynamic factor model is estimated to solve the problem of endogeneity of inputs and multiplicity of inputs relative to instruments and the role of family environments in shaping these skills at different stages of the life cycle of the child.
Abstract: This paper estimates models of the evolution of cognitive and noncognitive skills and explores the role of family environments in shaping these skills at different stages of the life cycle of the child. Central to this analysis is identification of the technology of skill formation. We estimate a dynamic factor model to solve the problem of endogeneity of inputs and multiplicity of inputs relative to instruments. We identify the scale of the factors by estimating their effects on adult outcomes. In this fashion we avoid reliance on test scores and changes in test scores that have no natural metric. Parental investments are generally more effective in raising noncognitive skills. Noncognitive skills promote the formation of cognitive skills but, in most specifications of our model, cognitive skills do not promote the formation of noncognitive skills. Parental inputs have different effects at different stages of the child’s life cycle with cognitive skills affected more at early ages and noncognitive skills affected more at later ages.
1,636 citations
Cites result from "Equality of Educational Opportunity..."
...This finding is consistent with the Coleman Report (1966) that finds weak effects of schooling inputs on child outcomes once family characteristics are entered into an analysis....
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01 Jan 2011
TL;DR: Duncan et al. as discussed by the authors examined whether and how the relationship between family socioeconomic characteristics and academic achievement has changed during the last fifty years and found that the achievement gap between children from high and low-income families is roughly 30 to 40 percent larger among children born in 2001 than among those born twenty-five years earlier.
Abstract: In this chapter I examine whether and how the relationship between family socioeconomic characteristics and academic achievement has changed during the last fifty years. In particular, I investigate the extent to which the rising income inequality of the last four decades has been paralleled by a similar increase in the income achievement gradient. As the income gap between highand low-income families has widened, has the achievement gap between children in highand low-income families also widened? The answer, in brief, is yes. The achievement gap between children from highand lowincome families is roughly 30 to 40 percent larger among children born in 2001 than among those born twenty-five years earlier. In fact, it appears that the income achievement gap has been growing for at least fifty years, though the data are less certain for cohorts of children born before 1970. In this chapter, I describe and discuss these trends in some detail. In addition to the key finding that the income achievement gap appears to have widened substantially, there are a number of other important findings. First, the income achievement gap (defined here as the income difference between a child from a family at the 90th percentile of the family income distribution and a child from a family at the 10th percentile) is now nearly twice as large as the black-white achievement gap. Fifty years ago, in contrast, the black-white gap was one and a half to two times as large as the income gap. Second, as Greg Duncan and Katherine Magnuson note in chapter 3 of this volume, the income achievement gap is large when children enter kindergarten and does not appear to grow (or narrow) appreciably as children progress through school. Third, although rising income inequality may play a role in the growing income achievement gap, it does not appear to be the dominant
1,303 citations
Cites background from "Equality of Educational Opportunity..."
...Almost fifty years ago, in 1966, the Coleman Report famously highlighted the relationship between family socioeconomic status and student achievement (Coleman et al. 1966)....
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...Almost fifty years ago, in 1966, the Coleman Report famously highlighted the relationship between family socioeconomic status and student achievement (Coleman et al. 1966)....
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TL;DR: This paper conducted a comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeking to understand why teaching attrition occurs, or what factors moderate attrition outcomes.
Abstract: This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers are important predictors of turnover. Attributes of teachers’ schools, including organizational characteristics, student body composition, and resources (instructional spending and teacher salaries), are also key moderators. The evidence suggests that attrition from teaching is (a) not necessarily “healthy” turnover, (b) influenced by various personal and professional factors that change across teachers’ career paths, (c) more strongly moderated by characteristics of teachers’ work conditions than previously noted in the literature, and (d) a problem that can be addressed through policies and initiatives. Though researchers have utilized a number of national and state databases and have applied economic labor theory to questions related to teacher attrition, ...
1,024 citations
Cites background from "Equality of Educational Opportunity..."
...Indeed, evidence of the strong effects of teachers on student achievement can be traced back to the classic Coleman report, which concluded that teacher characteristics tended to explain more variance in student achievement than any other school resource (Coleman et al., 1966). Not only are teachers central to promoting student learning, their compensation represents a substantial portion of the national investment in public education. In the typical school district, teacher salaries account for at least half of the expenditures (Guthrie & Rothstein, 1999; Speakman et al., 1996). The resource demands associated with employing teachers and the strong empirical evidence linking teacher quality to improved achievement are compelling reasons to focus on policies related to teachers as key levers to improve efficiency, equity, and productivity in public education. During the past two decades, the education research literature and policy landscape have been replete with recommendations for reforming the preparation of teachers, enhancing in-service professional development, improving teacher recruitment and retention, and improving teacher quality. From reports in the 1980s by organizations such as the National Commission on Excellence in Education (1983), the Holmes Group (1986), and the Carnegie Forum on Education and the Economy (1986), which primarily focused on the reform of teacher preparation programs, to the recent federal education legislation, No Child Left Behind, prominent national efforts to reform education in the United States have emphasized the importance of placing a high-quality teacher in every classroom....
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...Indeed, evidence of the strong effects of teachers on student achievement can be traced back to the classic Coleman report, which concluded that teacher characteristics tended to explain more variance in student achievement than any other school resource (Coleman et al., 1966)....
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TL;DR: This article found that there is sub-stantial variation in teacher quality as measured by the value added to achievement or future aca- demic attainment or earnings, and that variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience, and licensing examination scores, appear to explain little of the variation of teacher quality so measured, with the exception of early experience.
Abstract: The extensive investigation of the contribution of teachers to student achievement produces two generally accepted results. First, there is sub stantial variation in teacher quality as measured by the value added to achievement or future aca demic attainment or earnings. Second, variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience, and licensing examination scores, appear to explain little of the variation in teacher quality so measured, with the exception of early experience. Together these findings underscore explicitly that observed teacher characteristics do not represent teacher quality.
723 citations
Cites background from "Equality of Educational Opportunity..."
...Staiger (2008) New York City 0.08 0.11 Brian A. Jacob and Lars Lefgren (2008) Undisclosed city 0.12 0.26 Kane and Staiger (2008) Los Angeles 0.18 0.22 Cory Koedel and Julian R. Betts (2009) San Diego 0.23 Jesse Rothstein (2010) North Carolina 0....
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...Staiger (2008) New York City 0.08 0.11 Brian A. Jacob and Lars Lefgren (2008) Undisclosed city 0....
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...Staiger (2008) New York City 0.08 0.11 Brian A. Jacob and Lars Lefgren (2008) Undisclosed city 0.12 0.26 Kane and Staiger (2008) Los Angeles 0.18 0.22 Cory Koedel and Julian R. Betts (2009) San Diego 0.23 Jesse Rothstein (2010) North Carolina 0.11 0.15 Hanushek and Rivkin (2010) Undisclosed city 0....
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References
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TL;DR: The Tennessee class size project is a three-phase study designed to determine the effect of smaller class size in the earliest grades on short-term and long-term pupil performance and it was clear that smaller classes did produce substantial improvement in early learning and cognitive studies.
Abstract: The Tennessee class size project is a three-phase study designed to determine the effect of smaller class size in the earliest grades on short-term and long-term pupil performance. The first phase of this project, termed Project STAR (for Student-Teacher Achievement Ratio), was begun in 1985, when Lamar Alexander was governor of Tennessee. Governor Alexander, who later served as secretary of education in the cabinet of President George Bush, had made education a top priority for his second term. The legislature and the educational community of Tennessee were mindful of a promising study of the benefits of small class size carried out in nearby Indiana, but were also aware of the costs associated with additional classrooms and teachers. Wishing to obtain data on the effectiveness of reduced class size before committing additional funds, the Tennessee legislature authorized this four-year study in which results obtained in kindergarten, first, second, and third grade classrooms of 13 to 17 pupils were compared with those obtained in classrooms of 22 to 25 pupils and in classrooms of this larger size where the teacher was assisted by a paid aide. Both standardized and curriculum-based tests were used to assess and compare the performance of some 6,500 pupils in about 330 classrooms at approximately 80 schools in the areas of reading, mathematics, and basic study skills. After four years, it was clear that smaller classes did produce substantial improvement in early learning and cognitive studies and that the effect of small class size on the achievement of minority children was initially about double that observed for majority children, but in later years, it was about the same. The second phase of the project, called the Lasting Benefits Study, was begun in 1989 to determine whether these perceived benefits persisted. Observations made as a part of this phase confirmed that the children who were originally enrolled in smaller classes continued to perform better than their grade-mates (whose school experience had begun in larger classes) when they were returned to regular-sized classes in later grades. Under the third phase, Project Challenge, the 17 economically poorest school districts were given small classes in kindergarten, first, second, and third grades. These districts improved their end-of-year standing in rank among the 139 districts from well below average to above average in reading and mathematics.(ABSTRACT TRUNCATED AT 400 WORDS)
530 citations
Book•
01 Jan 2002
TL;DR: By offering a variety of suggestions to improve the methods used to evaluate education programs, the contributors to this volume seek to improve education in the United States.
Abstract: Opinions about education programs and practices are offered frequently --by children, parents, teachers, and policymakers. Credible studies of the impact of programs on the performance of children are far less frequent. Researchers use a variety of tools to determine their impact and efficacy, including sample surveys, narrative studies, and exploratory research. However, randomized field trials, which are commonly used in other disciplines, are rarely employed to measure the impact of education practice. Evidence Matters explores the history and current status of research in education and encourages the more frequent use of such trials. Judith Gueron (Manpower Demonstration Research Corporation), discusses the challenges involved in randomized trials and offers practical advice drawn experience. Robert Boruch (Wharton School, University of Pennsylvania), Dorothy de Moya (Campbell Collaboration Secretariat), and Brooke Snyder (University of Pennsylvania) explore the use of randomized field trials in education and other fields. David Cohen, Stephen Raudenbush, and Deborah Loewenberg Ball (all from the University of Michigan) review the history of progress in education over the past forty years and urge increased research on coherent instruction regimes. Maris Vinovskis (University of Michigan) examines the history and role of the U.S. Department of Education in developing rigorous evaluation of federal programs, and suggests a new National Center for Evaluation and Development. Thomas Cook and Monique Renee Payne (both from Northwestern University) take on the claim that randomized field trials are inappropriate in the U.S. education system. Gary Burtless (Brookings Institution) explores the political and professional factors that influence randomized field trials in economic programs, examining possible explanations for their lack of frequent use in education. Carol Weiss (Harvard University) provides a brief history of community studies in the United States and suggests a variety of alternatives to randomization. It is difficult to gauge the impact of various approaches in education. But the authors give a variety of concrete examples to illustrate the feasibility of randomized trials, and the circumstances under which they are appropriate. By offering a variety of suggestions to improve the methods used to evaluate education programs, the contributors to this volume seek to improve education in the United States. Frederick Mosteller is Roger I. Lee Professor in Mathematical Statistics, emeritus, in the department of statistics at Harvard University. Robert Boruch is the University Trustee Chair Professor the graduate school of education and statistics department at the Wharton School, University of Pennsylvania
276 citations
Book•
01 Jan 1977
TL;DR: Surprisingly, though the indications for inguinal herniorrhaphy are generally agreed on, the analysis in this volume casts doubt on the life-saving efficacy of the opera as performed in the elderly, and suggests that the unchallenged status of the operation is based on its effectiveness in improving quality of life, rather than the quantity of survival of the patient.
Abstract: Human life has traditionally been regarded as priceless. Therefore, no cost should be spared if a life can be saved. However, life-saving methods have now been developed that may well be beyond the capacity of society to pay for them. Perhaps coronary artery bypass surgery and renal transplantation cost more for society as a whole than society is willing to purchase. This book, using the methods of decision theory and cost-benefit analysis aims to clarify thinking rather than to be merely critical. The first part, background and general principles, introduces the methods of conditional probability, decision trees, and economic analysis. A second section, entitled "Surgical Innovation," shows historically that surgical procedures were devised in the past on the basis of intuition and insight of singular individuals. Distinguished foreign visitors to this country had an enormous impact on surgical practice. For example, Arbuthnot Lane, in 1909, explained an elaborate pathology of abdominal bands and adhesions. Symptoms produced by these included headache, lassitude, mental distress, poor temper control, and diminution of libido. These, caused by autointoxication, could be relieved by lysis of adhesions and ileosigmoidostomy, with resection of all the colon proximal to this anasto¬ mosis. In surgery, before 1945, the concept of control in evaluation of methods seemed totally unknown to surgeons. In modern surgery, advances have been made in experimental design of clinical investigations, so that review of surgical innovations, al¬ though not perfect, is vastly improved. A third section of this book assesses risks and benefits of established proce¬ dures by decision analysis. For exam¬ ple, elective inguinal herniorrhaphy is critically assessed, as is life expectancy after cholecystectomy for silent gall stones and after hysterectomy for uterine dysfunction. Surprisingly, al¬ though the indications for inguinal herniorrhaphy are generally agreed on, the analysis in this volume casts doubt on the life-saving efficacy of the opera¬ tion as performed in the elderly. Wisely, the authors suggest that the unchallenged status of the operation is based on its effectiveness in improving quality of life, rather than the quantity of survival of the patient. The results of analysis of this operation show the difficulties of cost-benefit analysis in surgical decision-making. The fourth section focuses on costly procedures that have appeared recently on the medical scene. The data show, in general, that coronary artery bypass surgery is not particularly efficient in the use of scarce health resource funds. An exception to this generalization might be a young man with a strong heart with severe angina who under¬ goes this form of surgery. An estimate is made of the premium that might be paid each year by American men to
261 citations
TL;DR: In this paper, it is assumed that the requirements for the validity of least square analysis are satisfied for unplanned data that produces a great deal of trouble, which is the tacit assumption that the requirement for the validation of least squares analysis is satisfied for the data that is most often used to describe analysis of unplanned happenings.
Abstract: where the O's are unknown parameters, the x's known constants, and the c's random variables uncorrelated and having the same variance and zero expectation, then estimates bo , b1 , .., bk of the S3's obtained by minimizing E (y -_ )2 with y = boxo + b 2x~ + b6x2 + * * * + bkXk are unbiassed and have smallest variance among all linear unbiassed estimates. The method of least squares is used in the analysis of data from planned experiments and also in the analysis of data from unplanned happenings. The word "regression" is most often used to describe analysis of unplanned data. It is the tacit assumption that the requirements for the validity of least squares analysis are satisfied for unplanned data that produces a great deal of trouble. Whether the data are planned or unplanned the quantity c, which is usually quickly dismissed as a random variable having the very specific properties mentioned above, really describes the effect of a large number of "latent" variables Xk+l , X+2 , ... , Xm which we know nothing about. If we suppose that it is enough to consider the linear effects of these latent variables (which would often be realistic for small variations in xk+ , -.. , x~) we should have
161 citations