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Articles 1 - 9 of 9
Full-Text Articles in Public Affairs, Public Policy and Public Administration
The Job Of Human Capital: What Occupational Data Reveal About Skill Sets, Economic Growth And Regional Competitiveness, Lillian Frances Stewart
The Job Of Human Capital: What Occupational Data Reveal About Skill Sets, Economic Growth And Regional Competitiveness, Lillian Frances Stewart
ETD Archive
A region's workforce has been described as its greatest asset. Guided by human capital theory and new growth theory, regions have pursued economic development policies to increase the number of college-educated workers and expand the pool of STEM -- science, technology, engineering, and math -- talent. Academic literature and policy interventions have focused on a region's human capital in terms of educational attainment instead of a more fine-grained definition of human capital based on skills and competencies. This dissertation integrates economic and business theory and combines three federal databases to explore regional human capital assets. Findings suggest that policymakers may …
Using Large-Scale Assessments Of Students' Learning To Inform Education Policy: Insights From The Asia-Pacific Region, Mollie Tobin, Petra Lietz, Dita Nugroho, Ramya Vivekanandan, Tserennadmid Nyamkhuu
Using Large-Scale Assessments Of Students' Learning To Inform Education Policy: Insights From The Asia-Pacific Region, Mollie Tobin, Petra Lietz, Dita Nugroho, Ramya Vivekanandan, Tserennadmid Nyamkhuu
Dr Petra Lietz
Not much is known about the ways in which assessment data have actually been used in education policy to date. Understanding the role of assessments in informing system-level decision-making is a first step towards helping stakeholders improve the design and usefulness of assessments. Moreover, this understanding can help to further discussions about how assessment data can best be used to inform policy and practice and to evaluate the effectiveness of policy reforms. This paper presents results from a systematic review of 68 studies that examined the link between participation in large-scale assessment programs of students’ learning and education policy in …
Assessment Standards, ‘Intentional Alignment’, And Dialogic Inquiry, Claire Wyatt-Smith
Assessment Standards, ‘Intentional Alignment’, And Dialogic Inquiry, Claire Wyatt-Smith
2009 - 2019 ACER Research Conferences
Internationally, the policy move towards standards-aligned instruction is gaining momentum. In Australia, standards have assumed unprecedented prominence in education policy relating both to classroom practice and to teacher preparation and career progression. The move is also evident in the United States, where the lure of standards to inform improvement is clear: significant investment has been committed to longitudinal research to examine at state and district levels the desirable conditions for implementing standards, their impact on developing college- and career-ready teachers, and in turn, the impact on teacher instruction and student outcomes. Moves such as this are occurring in the absence …
Training Together: State Policy And Collective Participation In Early Educator Professional Development, Anne Douglass, Alice Carter, Frank Smith, Sherri Killins
Training Together: State Policy And Collective Participation In Early Educator Professional Development, Anne Douglass, Alice Carter, Frank Smith, Sherri Killins
New England Journal of Public Policy
This study used one state’s early care and education work-force registry and professional development attendance data to examine early educator patterns of professional development participation and the extent of collective participation. The article presents the concept of collective participation in professional development, discusses its potential benefits, and highlights the utility of statewide digital tracking of early educators’ patterns of professional development for informing policy. Results show that collective participation is uncommon in early education and care but can be increased through professional development policy decisions. The article concludes with implications for research and policy.
Interview With Andreas Schleicher, Padraig O'Malley, Andreas Schleicher
Interview With Andreas Schleicher, Padraig O'Malley, Andreas Schleicher
Padraig O'Malley
This interview took place on March 17, 2014, in Washington, DC, with Andreas Schleicher, Director of Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD). Schleicher is responsible for the Directorate of Education and Skills’ research, analysis, and publication of the Program for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems. The OECD reports on PISA, PIAAC, and TALIS were released between December 3, …
The National Commission On Education Excellence And Equity: Hypotheses About Movement Building, Christopher Edley Jr.
The National Commission On Education Excellence And Equity: Hypotheses About Movement Building, Christopher Edley Jr.
Christopher Edley
In 2013, the congressionally chartered national Commission on Education Equity and Excellence issued unanimous recommendations for P–12 policy changes at the federal, state, and local levels. This remarkably broad consensus, with unusual pragmatism and concreteness, is comprehensive in its scope and predominantly research based. As a clarion call and reform strategy, the commission report, For Each and Every Child, is a successor to A Nation at Risk (1983); the commission’s grand if not grandiose intention was to provide a framework for the next decade or more of nationwide policy struggle. This article, after briefly summarizing the recommendations, focuses on how …
A Leap In The Right Direction For California Public Education: The Local Control And Accountability Plan And Its Effects On Latino English Learners, Sarah E. Owens
Scripps Senior Theses
The California State Legislature passed Assembly Bill 97 in June 2013 and Governor Brown signed it into law on July 1, 2013. The legislation created the Local Control Funding Formula (LCFF) and the Local Control and Accountability Plan (LCAP). The LCFF changed the way that school districts in California receive education funding from the state, shifting from a complex categorical program towards a per-pupil based formula. Furthermore, school districts receive “supplemental” and “concentration” funds based on the number of English learners, low-income students and foster youth in the district. The LCAP is a key component of this new funding system …
Teachers' Perceptions Of The Impact Of Education Policy On Their Teaching, Professional Development, And Sense Of Efficacy For Literacy Instruction, David Clickner
Legacy Theses & Dissertations (2009 - 2024)
This study examined teachers’ (a) perceptions of the impact of policy on their teaching and professional development, (b) knowledge of policy initiatives and the protocols their schools have in place to support them, (c) perceptions of policy, and (d) self-efficacy for literacy instruction and professional development’s impact on it. The investigation focused on three policy initiatives: Response to Intervention, the Common Core State Standards, and the Annual Professional Performance Review program, New York State’s teacher evaluation system. The sample included K-4 classroom and special education teachers and literacy/reading specialists working in New York State. Results revealed that respondents’ perceptions of …
Comparing Organizational Configurations Of Principal Autonomy In Finland And New York, Harry Leonardatos
Comparing Organizational Configurations Of Principal Autonomy In Finland And New York, Harry Leonardatos
Legacy Theses & Dissertations (2009 - 2024)
This exploratory study compares organizational configurations of principal autonomy in Finland and New York State. Evidence from Finnish school site visits and surveys distributed to principals in New York State and Finland is utilized to compare principal autonomy in two distinct educational settings.