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An Economic Evaluation of Florida Class Size Reduction Policies
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| Presenter(s):
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| Jian Gao, Florida State University, jgao15@yahoo.com
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| Abstract:
In November 2002, the Florida Legislature set the maximum class size for core-curricula courses which takes effect in the beginning of the 2010-2011 school year. This policy has been widely debated for its costs compared to other options of school inputs. However, few studies have been done to evaluate the effectiveness and efficiency of this program. This study will use recently released longitudinal school data to examine the impact of the variation in student-teacher ratio in Florida schools has on student achievement. Furthermore, this study will compare the marginal cost of class size reduction with alternative school inputs such as teacher education, teacher experience, per student expenditures, and school size in promoting student achievement. Focusing on the school level variables that can be manipulated by school administrators, this study has important implications for educational policies based on the current economic uncertainty
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Informing Multiple Stakeholders: A Participatory, Utilization-Focused Evaluation of State-wide Preschool Initiatives
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| Presenter(s):
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| Katie Dahlke, Learning Point Associates, katie.dahlke@learningpt.org
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| Jason Butler, Learning Point Associates, jason.butler@learningpt.org
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| Nancy Zajano, Learning Point Associates, nancy.zajano@learningpt.org
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| Stephanie Siddens, Ohio Department of Education, stephanie.siddens@ode.state.oh.us
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| Lisa Baker, Ohio Department of Education, lisa.baker@ode.state.oh.us
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| Abstract:
This paper presentation will describe the methodology used to implement a participatory, utilization-focused approach for assessing the quality of language and literacy instruction in preschool classrooms funded by three state-wide early childhood education programs. The paper will share lessons learned pertaining to our process of extending the utilization focus to both primary stakeholders (state education agency) and secondary stakeholders (classroom teachers, local administrators, and program administrators). In addition, the paper will describe the nature of the participatory relationship between the primary stakeholders and the evaluators as well as the circumstances and strategies used to cultivate that relationship. While this paper is focused primarily on methodology, it will also present preliminary findings regarding language and literacy instruction in preschool classrooms across the state.
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Alignment of Alternate Assessments and State Decisions About System Improvement: A Multi-case Study of Four States
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| Presenter(s):
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| Meagan Karvonen, Western Carolina University, karvonen@email.wcu.edu
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| Abstract:
In the years since IDEA 1997 required that students with the most significant cognitive disabilities participate in large-scale assessment systems, states have been challenged to repeatedly revise their alternate assessment (AA) systems to focus on academic subjects and link to grade-level content expectations but with alternate achievement standards. This paper presents a multi-case study of four state departments of education that participated in a project to evaluate and improve alignment of their AA systems. Each state's AA system was subjected to alignment analysis, and priorities for improvement were established based on individual state needs and priorities. The cases comprise the majority part of the project's overall evaluation. Contextual influences within the states played significant roles in their interpretation and use of alignment study results. Findings have implications for understanding how agencies make decisions that influence validity of their large-scale assessment systems within a high-stakes context and with limited resources.
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