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How Should We Measure Success in Public Education?
Children at Risk

October, 2012

CHILDREN AT RISK  

A brand-new publication of the CHILDREN AT RISK Institute:

JARC Cover

Journal of Applied Research on Children (JARC)
Measuring Success in Public Education; Volume 3, Issue 2
 

How should we measure success in public education?
Read the latest issue of the Journal of Applied Research on Children to find out.

The issue includes seven new articles, featuring research on:

This special issue features contributions from nationally recognized experts:

Robert Balfanz, Johns Hopkins University
Mike Feinberg, KIPP Foundation
Gary Orfield, Civil Rights Project/ Proyecto Derechos Civiles
Michelle Rhee, StudentsFirst
Gary Rubinstein, Stuyvesant High School
and more…

To view the full issue, please visit http://jarc.childrenatrisk.org.

Table of Contents:

Issue Editor's Point of View
A Path Forward: Evidence-Based Approaches to Educational Policy and Practice
Robert Balfanz, Johns Hopkins University

Implications
Measuring Success in Public Education: Whether Wanted or Not
Robert D. Sanborn, CHILDREN AT RISK, and Angelo P. Giardino, Texas Children’s Health Plan 

Articles
Computerizing Social-Emotional Assessment for School Readiness: First Steps toward an Assessment Battery for Early Childhood Settings
Susanne A. Denham, Hideko H. Bassett, and Katherine Zinsser, George Mason University

 The Comprehensive Assessment of Leadership for Learning: A Next Generation Formative Evaluation and Feedback System
Carolyn Kelley and Richard Halverson, Wisconsin Center for Education Research

For Safety’s Sake: A Case Study of School Security Efforts and Their Impact on Education Reform
Rachel Garver and Pedro Noguera, New York University Steinhardt

Comparing Campus Discipline Rates: A Multivariate Approach for Identifying Schools with Significantly Different than Expected Exclusionary Discipline Rates
Eric A. Booth, Miner P. Marchbanks III, Dottie Carmichael, Texas A&M University, and Tony Fabelo, Council of State Governments          

Expanding Learning Time in Schools: Considering the Challenges of Implementation and the Potential Impact
David Farbman, National Center on Time & Learning

Alternative Strategies for Identifying High Performing Charter Schools in Texas
Lori L. Taylor and Paige C. Perez, Texas A&M University

When Policy Opportunity is not Enough: College Access and Enrollment Patterns among Texas Percent Plan Eligible Students
Catherine Horn, University of Houston and Stella M. Flores, Vanderbilt University

Original Contributions
Commercial Sexual Exploitation and Missing Children in the Coastal Region of Sao Paulo State, Brazil
Gilka Jorge Figaro Gattás, Claudia Figaro-Garcia, University of Sao Paolo, Tatiana Savoia Landini, Federal University of Sao Paolo, and Richard J. Estes, University of Pennsylvania

The Relationship of Provincial Economic Level and Child Injury Mortality in Thailand: A Cross-Sectional Analysis in a Middle Income Country
Adisak Plitponkarnpim, Ramathibodi Hospital, Mahidol University, Ragnar Andersson, Karlstad University, Kristen A. Connor, Huiyun Xiang, and Gary Smith, The Research Institute at Nationwide Children’s Hospital

Invited Commentary
A Step in the Right Direction: Development of the Computerized Assessment for Preschool Social-Emotional Learning (CAPSEL)
Ursula Johnson, University of Texas Health Science Center at Houston

Assessing Distributed Leadership and the Successful Implementation of Evidence-Based Practices
G. Reid Lyon, University of Texas at Dallas

Commentary on “For Safety’s Sake: A Case Study of School Security Efforts and Their Impact on Education Reform”
Harris Sokoloff, University of Pennsylvania

 Commentary on “Comparing Campus Discipline Rates: A Multivariate Approach for Identifying Schools with Significantly Different than Expected Exclusionary Discipline Rates”
Deborah F. Fowler and Michael F. Vitris, Texas Appleseed

Commentary on “Expanding Learning Time in Schools: Considering the Challenges of Implementation and the Potential Impact”
Mike Feinberg, KIPP Schools

Commentary on “Alternative Strategies for Identifying High-Performing Charter Schools in Texas
Robin J. Lake, Center on Reinventing Public Education

Commentary on “When Policy Opportunity is not Enough: College Access and Enrollment Patterns among Texas Percent Plan Eligible Students”
Liliana M. Garces, George Washington University, and Gary Orfield, University of California Los Angeles

Perspectives from the Field
The Need for Balanced Methods of Measuring Performance
Michelle Rhee, StudentsFirst

The Problem with Value-Added Measurement
Gary Rubinstein, Stuyvesant High School

Quality Data is Key to Improving Education
Data Quality Campaign

The New Futuro College Plan: Facilitating College Access
Elizabeth Romero, New Futuro

Perspective from the Ed Tech Field
Karen J. Billings, Software & Information Industry Association

Resource Review
Resource Review of Walking the Equity Talk: A Guide for Culturally Courageous Leadership in School Communities
Tamara M. Chung Constant and Laura A. Valdiviezo, University of Massachusetts

Related Resources
Related Resources
CHILDREN AT RISK

The Journal of Applied Research on Children: Informing Policy for Children at Risk (JARC) is an open-access and peer-reviewed online journal that serves to inform policy affecting children by providing applicable research to the public, child advocates, and policymakers on timely children’s issues. 

For more information about the journals, please email jarc@childrenatrisk.org.

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