Open Access. Powered by Scholars. Published by Universities.®

Educational Leadership Commons™

Open Access. Powered by Scholars. Published by Universities.®

University of Arkansas, Fayetteville

Discipline
Keyword
Publication Year
Publication
Publication Type

Articles 391 - 398 of 398

Full-Text Articles in Educational Leadership

Merit Pay: A Discussion On The Issues, Sarah C. Mckenzie, Gary W. Ritter Apr 2007

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 …

Go to article

Ayp In Arkansas: Who’S On Track?, Virginia H. Blankenship, Joshua H. Barnett Jun 2006

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 …

Go to article

Superintendents Speak Out: A Survey Of Superintendents’ Opinions Regarding Recent School Reforms In Arkansas, Virginia H. Blankenship, Joshua H. Barnett Apr 2006

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 …

Go to article

Placing Arkansas School Funding Data In The National Context, Joshua H. Barnett Apr 2005

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 …

Go to article

What Does The Naep Tell Us About Student Achievement In Arkansas?, Joshua H. Barnett, Gary W. Ritter Jan 2005

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 …

Go to article

Does Size Matter? School Consolidation Policy Issues In Arkansas, Joshua H. Barnett, Gary W. Ritter, Christopher J. Lucas Apr 2004

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 …

Go to article

Alternative Education: A Continued Examination Of How States Are Addressing Alternative Education In Their Schools, Les Carnine, Joshua H. Barnett Apr 2004

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 …

Go to article

Long-Term Outcomes Of Low-Achieving Third Grade Readers, Emily Jordan, Sarah C. Mckenzie, Gary W. Ritter Oct 218

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.

Go to article

First Prev