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Student, Staff, And Employer Incentives For Improved Student Achievement And Work Readiness, John H. Bishop
Student, Staff, And Employer Incentives For Improved Student Achievement And Work Readiness, John H. Bishop
John H Bishop
“This article proposes a strategy for banishing mediocrity and building in its place an excellent American system of secondary education. Before a cure can be prescribed, however, a diagnosis must be made.”
Do Curriculum-Based External Exit Exam Systems Enhance Student Achievement?, John H. Bishop
Do Curriculum-Based External Exit Exam Systems Enhance Student Achievement?, John H. Bishop
John H Bishop
[Excerpt] It is claimed that 'curriculum-based external exit exam systems', CBEEES, based on world class content standards will improve teaching and learning of core subjects. What evidence is there for this claim? New York's Regents Exams are an example of such a system. Do New York students outperform students with similar socio-economic backgrounds from other states? Outside the United States such systems are the rule, not the exception. What impacts have such systems had on school policies, teaching and student learning?
Drinking From The Fountain Of Knowledge: Student Incentive To Study And Learn-Externalities, Information Problems And Peer Pressure, John H. Bishop
Drinking From The Fountain Of Knowledge: Student Incentive To Study And Learn-Externalities, Information Problems And Peer Pressure, John H. Bishop
John H Bishop
Students face four decision margins: (a) How many years to spend in school, (b) What to study. (c) How much effort to devote to learning per year and (d) Whether to disrupt or assist the learning of classmates. This paper reviews an emerging economic literature on the effects of and determinants of student effort and cooperativeness (c and d above) and how putting student motivation and behavior at center of one’s theoretical framework changes one’s view of how schools operate and how they might be made more effective. In this new framework students have a dual role. They are both …
Incentives For Learning: Why American High School Students Compare So Poorly To Their Counterparts Overseas, John H. Bishop
Incentives For Learning: Why American High School Students Compare So Poorly To Their Counterparts Overseas, John H. Bishop
John H Bishop
[Excerpt] The scientific and mathematical competence of American high school students is generally recognized to be very low. The National Assessment of Educational Progress (NAEP) reports that only 7.5 percent of 17 year old students can "integrate specialized scientific information" (NAEP 1988a p.51) and 6.4 percent "demonstrated the capacity to apply mathematical operations in a variety of problem settings." (NAEP 1988b p. 42) There is a large gap between the science and math competence of young Americans and their counterparts overseas. In the 1960s, the low ranking of American high school students in such comparisons was attributed to the fact …