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Reform Evaluation
Resources
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Education
Reform Evaluation in the United States
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Journal
Articles
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Books
Improving
Student Achievement: What NAEP State Test Scores Tell Us?
Authors:David W.
Grissmer, Ann Flanagan, Jennifer Kawata, stephanie Williamson, MR-924-EDU, 2000
(271 pp., ISBN: 0-8330-2561-9). The research described in this report was performed
under the auspices of Rand Education.
at http://www.rand.org/publications/MR/MR924/
Abstract: The education reforms of the 1980s and 1990s seem to be
working, according to a new RAND report, but some states are doing far better than others
in making achievement gains and in elevating their students' performance compared with
students of similar racial and socioeconomic background in other states. Texas and Indiana
are high performers on both these counts. The study is based on an analysis of National Assessment of Educational
Progress (NAEP) tests given between 1990 and 1996. The authors rank the 44 participating
states by raw achievement scores, by scores that compare students from similar families,
and by score improvements. They also analyze which policies and programs account for the
substantial differences in achievement across states that can't be explained by
demographics.
The Need for a Multidisciplinary Framework for Analysing Educational
Reform in Developing Countries
Authors:A.R. Riddell, London International Journal of Educational Development, v19 n3 May 1999, p207-17
Abstract: Suggests that there are three lenses which must be applied to the
analysis of educational reform in order to obtain a more complete picture of the whole:
the educational, the economic, and the political. Each lens presents a different agenda,
with the disciplinary boundaries of each lens constituting an important impediment to
understanding completely the educational reform experiences of the last quarter century.
Creating a "varifocal" lens from all three is more likely to provide an accurate
image of recent education reform in developing countries, and thus offer insights into
further reform efforts in the future.
Evaluations of Educational Reform Programmes in Developing Countries:
Whose Life Is It Anyway?
Author: A.R. Riddell, London
International Journal of Educational Development, v19 n6 Nov 1999, p383-394
Abstract: Exposes some of the inconsistencies in the use of much research,
monitoring, and evaluation which is used as a major input into donor-supported educational
reform programs. Argues that notwithstanding the increased emphasis on participation and
local ownership, the different valuing and validity of different types of knowledge color
the extent to which any evaluation or research design is going to meet different
stakeholders' interests. After critiquing two case studies of educational evaluation (in
Kenya and India), concludes with some basic principles of evaluation design that should
better accommodate the variety of evaluation needs from the local level up to the central
ministry.
The World Bank Economic Review : A Symposium on Education Reforms
Volume 13 Number 3, September 1999. The latest issue of the Review
Co-Author: Elizabeth King (DECRG)
Abstract: four case studies:
1. Do Community-Managed Schools Work? An Evaluation of El Salvador's EDUCO Program
2. Can Private School Subsidies Increase Schooling for the Poor? The Quetta Urban
Fellowship Program (Pakistan)
3. Central Mandates and Local Initiatives: The Columbia Education Voucher Program
4. Outcomes in Philippine Elementary Schools: An Evaluation of Four Experiments
The articles illustrate the difficulty in determining whether a particular policy or
program has attained its objectives. The authors apply a variety of impact evaluation
strategies depending on the nature of the reform, the stage at which the evaluation began,
and the availability of appropriate data. For the Bank, the practice of evaluating the
most innovative components of its investment projects both improves the quality of its
portfolio and enriches the knowledge base that it can share with its member countries.
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