Performance Indicators in Education. Manual for Interpreting Local District Results for the School Years 1971-72 and 1972-73 [electronic resource]
The scores which students get on tests are the result of many factors, only one of which is the school program of instruction. The unique traits of the individual develop as they interact with the environment. Family life style, the way parents and siblings use language, and the presence of reading...
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Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1974.
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| Subjects: |
MARC
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| 110 | 1 | |a University of the State of New York. |b Bureau of School Programs Evaluation. | |
| 245 | 1 | 0 | |a Performance Indicators in Education. Manual for Interpreting Local District Results for the School Years 1971-72 and 1972-73 |h [electronic resource] |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1974. | ||
| 300 | |a 26 p. | ||
| 500 | |a ERIC Document Number: ED094487. | ||
| 520 | |a The scores which students get on tests are the result of many factors, only one of which is the school program of instruction. The unique traits of the individual develop as they interact with the environment. Family life style, the way parents and siblings use language, and the presence of reading materials and television in the home all have an impact on children. The community exerts an increasing influence as children grow. By the time students enter school, their friends and neighborhood have shaped their lives and learning patterns in important ways. The family and the community continue to be important learning environments during the school years. As a result, not all a student learns is learned in school; and what is learned there builds on a foundation provided by home and community. The strategy adopted in the Performance Indicators program is to use these kinds of influences to make an estimate of what learning can be expected. The influence of the school is purposely omitted. Thus, a score is obtained which shows what learning could be expected for students with certain characteristics under certain community and family conditions. This manual is designed to describe the Program. The system is designed to aid districts in reducing the element of chance in educational decisionmaking, describing district performance by taking into account noncontrollable variables, identifying areas in mathematics and reading in need of more detailed evaluation, determining needs, and facilitating the calculation of the cost-effectiveness of alternative instructional programs. (Author/DN) | ||
| 650 | 0 | 7 | |a Accountability. |2 ericd. |
| 650 | 0 | 7 | |a Cost Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Decision Making. |2 ericd. |
| 650 | 0 | 7 | |a Educational Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Educational Needs. |2 ericd. |
| 650 | 1 | 7 | |a Educational Planning. |2 ericd. |
| 650 | 1 | 7 | |a Models. |2 ericd. |
| 650 | 1 | 7 | |a Performance Criteria. |2 ericd. |
| 650 | 1 | 7 | |a Performance Factors. |2 ericd. |
| 650 | 0 | 7 | |a Resource Allocation. |2 ericd. |
| 650 | 1 | 7 | |a School Districts. |2 ericd. |
| 710 | 1 | |a University of the State of New York. |b Bureau of School Programs Evaluation. | |
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