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Articles 151 - 171 of 171
Full-Text Articles in Educational Leadership
Outstanding Educational Performance Awards: Highlighting Top Achieving Arkansas Schools, 2009, Bentley R. Kirkland, James V. Shuls, Caleb P. Rose, Nathan C. Jensen, Gary W. Ritter
Outstanding Educational Performance Awards: Highlighting Top Achieving Arkansas Schools, 2009, Bentley R. Kirkland, James V. Shuls, Caleb P. Rose, Nathan C. Jensen, Gary W. Ritter
Arkansas Education Reports
Since our founding in 2003, the mission of the Office for Education Policy has been to look at pressing issues through the lens of academic research and disseminate our findings to educators, policymakers, and other stakeholders around Arkansas. Every once in a while, however, we think it is okay to stray from issue analysis and simply share some good news! So, in this Arkansas Education Report (AER) we merely aim to highlight excellent performance and give our congratulations. To that end, we are happy to highlight the top performing schools around the state in an annual AER entitled the Outstanding …
An Analysis Of The Impact Of Charter Schools On Desegregation Efforts In Little Rock, Arkansas, Nathan C. Jensen, Gary W. Ritter
An Analysis Of The Impact Of Charter Schools On Desegregation Efforts In Little Rock, Arkansas, Nathan C. Jensen, Gary W. Ritter
Arkansas Education Reports
The aim of this report is to address the challenge by the Little Rock School District (LRSD) that open-enrollment charter schools in Pulaski County (PC) are impeding the efforts of the three PC school districts (Little Rock, North Little Rock (NLRSD), and Pulaski County Special (PCSSD)) to become racially integrated. A key motivation for this analysis is the ongoing debate about how expanded school choice, in this case charter schools, impacts racial segregation. Critics of charter schools argue that these schools lead to greater racial segregation, whereas proponents of charter schools suggest that there is no necessary link between racial …
Bush’S Brain (No, Not Karl Rove): How Bush’S Psyche Shaped His Decision Making, Robert Maranto, Richard E. Redding
Bush’S Brain (No, Not Karl Rove): How Bush’S Psyche Shaped His Decision Making, Robert Maranto, Richard E. Redding
Education Reform Faculty and Graduate Students Publications
We will summarize the most systematic work on George W. Bush's psyche, stressing that leader personality traits should not be judged as good nor bad: Rather traits which match some situations mismatch others. SAT scores and other available measures indicate that Bush has sufficient intelligence to serve as president. Yet the best studies, in which raters evaluate statements without being aware of their source, suggest that Bush lacks integrative complexity and thus views issues without nuance (Thoemmes and Conway 2007). The leading personality theory (the “5-Factor Model”), as measured by the NEO Personality Inventory, suggests that Bush is highly extraverted …
Teacher Effectiveness In Urban High Schools, Richard Buddin, Gema Zamarro
Teacher Effectiveness In Urban High Schools, Richard Buddin, Gema Zamarro
Education Reform Faculty and Graduate Students Publications
This research examines whether teacher licensure test scores and other teacher qualifications affect high school student achievement. The results are based on longitudinal student-level data from Los Angeles. The achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show little relationship between traditional measures of teacher quality (e.g., experience and education level) and student achievement in English Language Arts (ELA) or math. Similarly, teacher aptitude and subject-matter knowledge, as measured on state licensure tests, have no significant effects on student achievement. Achievement outcomes differ substantially from teacher to teacher, however, and the …
Interview With Paul Gray: 2008 Arkansas Teacher Of The Year, Sarah C. Mckenzie, Gary W. Ritter
Interview With Paul Gray: 2008 Arkansas Teacher Of The Year, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The 2008 Arkansas Teacher of the Year was Paul Gray of Russellville. Mr. Gray is a social studies teacher and department chairman at Russellville High School.
Teacher Qualifications And Middle School Student Achievement, Richard Buddin, Gema Zamarro
Teacher Qualifications And Middle School Student Achievement, Richard Buddin, Gema Zamarro
Education Reform Faculty and Graduate Students Publications
This research examines whether teacher licensure test scores and other teacher qualifications affect middle school student achievement. The results are based on longitudinal student-level data from Los Angeles. The achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show little relationship between traditional measures of teacher quality (e.g., experience and education level) and student achievement in reading or math. Similarly, licensure test scores in general aptitude, subject-matter knowledge, and reading pedagogy had no significant effects on student achievement. Teachers with elementary school credentials had slightly better success in the classroom than did …
Putting "Teaching To The Test" To The Test: Is This Really A Problem In Arkansas?, Stuart Buck, Gary W. Ritter
Putting "Teaching To The Test" To The Test: Is This Really A Problem In Arkansas?, Stuart Buck, Gary W. Ritter
Arkansas Education Reports
Arkansas’s state standardized tests have changed over the past few years. Since the ACTAAP legislation of 1999, Arkansas students have taken criterion-referenced Benchmark Tests based on the state’s curricular standards along with national norm-referenced exams each year. Prior to 2004, students in grades 4, 6, and 8 were administered the Benchmark tests in Mathematics and in English Language Arts. Starting in 2005, the odd-numbered grades were added so that students in grades 3-8 took the week-long Benchmark tests, in accordance with the requirements of the federal No Child Left Behind act.
Arra Spending On Education In Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Arra Spending On Education In Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The U.S. Department of Education (US DOE) recently issued guidance to the state departments of education regarding how to appropriately spend the $102 billion set aside for education in the American Recovery Reinvestment Act (ARRA). The first payments of these funds were sent out to states inn March 2009.
The New Arkansas School Performance Report, Sarah C. Mckenzie, Gary W. Ritter
The New Arkansas School Performance Report, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The Arkansas Department of Education has just released the Arkansas School Performance Report, a yearly report on academic achievement in all of Arkansas’ schools.1 One important addition to the Report this year is an academic improvement rating for all elementary and middle schools in the state. This rating should be of interest to all school observers who desire more nuanced information about school and student performance than is provided in commonly used school performance indices, such as the Adequate Yearly Progress (AYP) rating. We applaud the Arkansas Department of Education for collecting and releasing this invaluable information on student growth.
President-Elect Obama’S Choice For Secretary Of Education: Arne Duncan, Sarah C. Mckenzie, Gary W. Ritter
President-Elect Obama’S Choice For Secretary Of Education: Arne Duncan, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
Tuesday, December 16, President-elect Obama announced his choice for Secretary of Education: Arne Duncan.
Dollars For Sense: Assessing Achievement Gaps In Arkansas In The Context Of Substantial Funding Increases, Joshua H. Barnett, Nathan C. Jensen, Gary W. Ritter
Dollars For Sense: Assessing Achievement Gaps In Arkansas In The Context Of Substantial Funding Increases, Joshua H. Barnett, Nathan C. Jensen, Gary W. Ritter
Arkansas Education Reports
Over the last half century, more than forty states across the nation have experienced school finance lawsuits as a consequence of perceived and real funding gaps between rich and poor districts (Rebell, 2001). Arkansas is one such state, with a long history of school funding battles in the courts. The legal challenges began in 1983, when the Arkansas Supreme Court initially found the state's school funding system unconstitutional under the equal protection clause of the state constitution .
What Does Naep Tell Us About Student Achievement In Arkansas?, Sarah B. Kent, Nathan C. Jensen, Gary W. Ritter
What Does Naep Tell Us About Student Achievement In Arkansas?, Sarah B. Kent, Nathan C. Jensen, Gary W. Ritter
Arkansas Education Reports
Recently, policymakers at the Arkansas Department of Education were pleased to release the results of the 2008 Benchmark exams, which indicate more Arkansas students are becoming proficient each year. This is good news for Arkansas, as the Benchmark exam is an Arkansas developed exam used to compare student performance to state standards. Nevertheless, it is also important to take note of how Arkansas students perform compared to students across the nation, which is where the National Assessment of Educational Progress (NAEP) plays an important role. The NAEP, also known as “the Nation’s Report Card,” allows student performance to be compared …
The State Of Education In Arkansas 2008: How Much Are Arkansas Schools Spending?, Joshua H. Barnett, Gary W. Ritter, Brent E. Riffel
The State Of Education In Arkansas 2008: How Much Are Arkansas Schools Spending?, Joshua H. Barnett, Gary W. Ritter, Brent E. Riffel
Arkansas Education Reports
Over the last half century, more than forty states across the nation have experienced school finance lawsuits as a consequence of funding gaps between rich and poor districts. Arkansas is one such state, with a long history of school funding battles in the courts. The legal challenges began in 1983, when the Arkansas Supreme Court initially found the state's school funding system unconstitutional under the equal protection clause of the state constitution1 . The court found “no legitimate state purpose” and “no rational relationship to educational needs” in the state's method of financing public schools. This initial finding set the …
Merit Pay: A Discussion On The Issues, Sarah C. Mckenzie, Gary W. Ritter
Merit Pay: A Discussion On The Issues, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
Merit pay is a timely education policy issue being discussed by educators and legislators and in schools and statehouses across the country. Merit pay is a broad term used to describe a variety of incentive-based K-12 educator compensation plans. Given that the opposing sides of this controversial issue passionately argue its validity as a policy solution, how can policymakers decide whether to endorse such plans, and what does the research suggest are the features of effective plans? In an effort to educate policymakers about the issue in general and to assist interested parties in evaluating proposed merit pay programs, the …
Ayp In Arkansas: Who’S On Track?, Virginia H. Blankenship, Joshua H. Barnett
Ayp In Arkansas: Who’S On Track?, Virginia H. Blankenship, Joshua H. Barnett
Arkansas Education Reports
How “good” are the schools in Arkansas? Under the federal No Child Left Behind (NCLB) Act of 2001, the current measure of a school’s success in Arkansas and around the country is based on whether its students meet the adequate yearly progress (AYP) benchmark on annual standardized tests. Those schools not making AYP are placed on the list of schools “in need of improvement” and therefore must give expanded educational choice (including school transfers and/or free tutoring) to eligible students. In contrast, schools that do not appear on the list are typically regarded as “successful” schools. This paper provides an …
Superintendents Speak Out: A Survey Of Superintendents’ Opinions Regarding Recent School Reforms In Arkansas, Virginia H. Blankenship, Joshua H. Barnett
Superintendents Speak Out: A Survey Of Superintendents’ Opinions Regarding Recent School Reforms In Arkansas, Virginia H. Blankenship, Joshua H. Barnett
Arkansas Education Reports
In an effort to improve educational opportunities for all students, Arkansas policymakers have made education reforms in many areas since 2003, such as increasing school funding by nearly 30 percent, consolidating both districts with enrollments below 350 students and inefficient schools, and strengthening accountability measures designed to raise academic achievement. However, there is little empirical evidence about how any of these reforms have impacted districts, schools, and students across the state, so policymakers have no way of knowing whether such reforms have the potential to improve student achievement and help close the achievement gap between disadvantaged students and their more …
Placing Arkansas School Funding Data In The National Context, Joshua H. Barnett
Placing Arkansas School Funding Data In The National Context, Joshua H. Barnett
Arkansas Education Reports
In the Lake View v Huckabee school funding lawsuit, the Arkansas Supreme Court found the state’s school funding system unconstitutional because it did not provide an “adequate and equitable” education to all students. In light of the court’s ruling, this paper addresses the adequacy of the Arkansas system by examining levels of expenditure, teacher salary levels, and school performance. Further, this paper highlights the level of equity within the state of Arkansas as compared to other states in the nation using the Federal Range Ratio, the Coefficient of Variation, and the McLoone Index. Finally, data on the sources of revenue …
What Does The Naep Tell Us About Student Achievement In Arkansas?, Joshua H. Barnett, Gary W. Ritter
What Does The Naep Tell Us About Student Achievement In Arkansas?, Joshua H. Barnett, Gary W. Ritter
Arkansas Education Reports
This brief discusses the most recent and historical NAEP data in math, science, reading, and writing. Arkansas’ NAEP results are compared to national and border state averages. Based on the most recent NAEP exams, Arkansas is performing slightly below the national average in reading, math, science, and writing. There is also data to support that Arkansas students perform less well in Grade 8 than in Grade 4 when compared to the national and border state averages. Arkansas, however, is among the highest performing states with regard to change over the last decade. Since 1992, Arkansas has gained on the national …
Alternative Education: A Continued Examination Of How States Are Addressing Alternative Education In Their Schools, Les Carnine, Joshua H. Barnett
Alternative Education: A Continued Examination Of How States Are Addressing Alternative Education In Their Schools, Les Carnine, Joshua H. Barnett
Arkansas Education Reports
In an attempt to understand the current preparation level of Arkansas for the Leave No Child Left Behind Act (NCLB) of 2002, the current project conducts a preliminary literature and web search to record what other states have done and are doing to prepare for NCLB. A brief synopsis of the history of alternative policies is also included. Results indicate that of the twelve states examined, most states are following a similar pattern with regard to preparing for their “at risk” students and passing similar alternative education policies. Three common characteristics found across the states: defining what alternative education is …
Does Size Matter? School Consolidation Policy Issues In Arkansas, Joshua H. Barnett, Gary W. Ritter, Christopher J. Lucas
Does Size Matter? School Consolidation Policy Issues In Arkansas, Joshua H. Barnett, Gary W. Ritter, Christopher J. Lucas
Arkansas Education Reports
Providing a reasonable education for all students in Arkansas is a legal responsibility explicitly mandated by the state’s constitution. Consistent with the long-standing American tradition of “grassroots” control of education, public schools in all states are funded and managed first and foremost at the local level. The federal government can and does enact legislation with which schools must conform. Directly or indirectly, federal mandates provide significant amounts of monies to support particular types of school services and programming. But ultimate responsibility for financing and operating schools devolves on state government. In Arkansas, it has been held, the state must provide …
Long-Term Outcomes Of Low-Achieving Third Grade Readers, Emily Jordan, Sarah C. Mckenzie, Gary W. Ritter
Long-Term Outcomes Of Low-Achieving Third Grade Readers, Emily Jordan, Sarah C. Mckenzie, Gary W. Ritter
Arkansas Education Reports
Research shows that students who demonstrate low reading achievement in 3rd grade have trouble catching back up to grade level and being successful in school, compared to their peers who demonstrate early proficiency (Fiester 2010; Hernandez 2011; Juel 1988). This report seeks to investigate what happens to Arkansas public school students who demonstrate low achievement in reading in 3rd grade. Reading scores from three cohorts of students are followed from 3rd grade until high school, beginning with data from the 2008-09 school year and continuing through 2016-17.