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ERIC Number: ED416242
Record Type: Non-Journal
Publication Date: 1997-Apr
Pages: 172
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Measuring School Reform: Recommendations for Future SASS Data Collection. Working Paper Series.
Pechman, Ellen M.; O'Brien, Eileen M.; Wodatch, Jessica K.
This paper addresses the potential of the National Center for Education Statistics (NCES) to measure education reforms in the United States through Schools and Staffing Survey (SASS). How the SASS can measure reform, the type of reform it should assess, and the elements of school reform that would best serve the needs of state and federal policymakers are considered. The first section of this paper describes school reform, suggests why it is important to measure it, and describes the challenges and appropriateness of using the SASS to measure its progress and effects. Section II describes eight reform elements that are proposed as a framework for examining reforms that are important to measure. These are: (1) governance and organizational infrastructure; (2) classroom instructional practices; (3) professional development of teachers; (4) programs and educational services for varied populations; (5) family and community partnerships; (6) finances and human resources development; (7) educational productivity; and (8) technology. Section III examines the extent to which the SASS and other large-scale surveys already measure reform, and section IV summarizes the analysis and recommends better ways for the SASS to collect data to provide a national window on reform. Appendixes A and B summarize the framework of school reform elements and provide background information about the surveys reviewed. Appendix C lists items from the SASS and other surveys that could be used or modified to measure important school reform elements. (Contains 51 references.) (SLD)
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Policy Studies Associates, Inc., Washington, DC.
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)