Margaret E Goertz
Dados Biográficos
| ID | 1585865 |
|---|---|
| NOME | Margaret E Goertz |
| PRENOMES | Margaret E |
| SOBRENOME | Goertz |
| ASSINATURA | GOERTZ M E |
| AFILIAÇÕES | California University of Pennsylvania |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 39 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2015 |
| ÍNDICE H | 5 |
Engaging Practitioners in State School Improvement Initiatives
For most of U.S. history, local communities were the primary arbiters of school quality. Beginning in the mid-twentieth century, states began assuming more and more control over school standards and outcomes. The question we seek to answer is whether and the extent to which a particular kind of local voice—the voice of education practitioners—is represented in states' current, significant initiatives to improve low-performing schools. In the arti…
Policy Analysis
State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement
Over the last two decades, state education agencies (SEAs) have been given considerable responsibilities for improving low-performing schools and for adopting research-based practices in doing so. Yet we know little about how and where these organizations search for, select, and use research and other kinds of evidence. We examined these questions as they relate to school improvement designs and strategies in three SEAs using a combination of sur…
Building With Benchmarks
In recent years, interim assessments have become an increasingly popular tool in districts seeking to improve student learning and achievement. Philadelphia has been at the forefront of this change, implementing a set of Benchmark assessments aligned with its Core Curriculum district-wide in 2004. In this article, we examine the overall context for Benchmarks in Philadelphia, the expectations district leaders had for the use of those Benchmarks, …
Implementing the No Child Left Behind Act
The No Child Left Behind Act of 2001 (NCLB) requires states to test specified subjects and grades, to establish minimum performance standards for students, schools and school districts, and to provide assistance and impose sanctions on schools and districts that do not meet performance goals as a condition of receiving federal aid. NCLB builds on earlier federal and state education reform initiatives, and its success depends on the willingness an…
Mapping the Landscape of High-Stakes Testing and Accountability Programs
The No Child Left Behind (NCLB) Act of 2001 requires states to test more, set more ambitious improvement goals for their schools, and increase sanctions for schools that fail to meet these goals. To gain an understanding of the potential impact of the new law, this article describes the types of state assessment and accountability policies that were in place at the time the U.S. Congress enacted the NCLB Act, and how selected school districts in …
The Federal Education Research Agency
Instructional Capacity and High Performance Schools
or more than a decade researchers have been studying the design and implementation of educational reforms in states and school districts. One of the major sets of issues concerns the of these systems to achieve the goal of helping all students reach high standards of achievement. The task of formulating policy has been hampered by disagreement in both the research and policy communities about the degree to which capacity is a problem, and if it i…
Research news and Comment
Education Politics For The New Century
Education and American Youth
Who Drops Out of High School and Why? Findings from a National Study
Using the most comprehensive data set on school dropouts that we have to date, the High School and Beyond study, Ruth Ekstrom, Margaret Goertz, Judith Pollack, and Donald Rock provide an analysis of the salient characteristics of the dropout population.
Politicians, Judges, and City Schools
Politicians, Judges, and City Schools
Teacher Competency Testing
Gregory R. Anrig, Margaret E. Goertz, Regina Clark McNeil, Teacher Competency Testing: Realities of Supply and Demand in This Period of Educational Reform, The Journal of Negro Education, Vol. 55, No. 3, Teacher Testing and Assessment (Summer, 1986), pp. 316-325
Interaction of Federal and State Programs
Mapping the Landscape of High-Stakes Testing and Accountability Programs
The No Child Left Behind (NCLB) Act of 2001 requires states to test more, set more ambitious improvement goals for their schools, and increase sanctions for schools that fail to meet these goals. To gain an understanding of the potential impact of the new law, this article describes the types of state assessment and accountability policies that were in place at the time the U.S. Congress enacted the NCLB Act, and how selected school districts in …
State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement
Over the last two decades, state education agencies (SEAs) have been given considerable responsibilities for improving low-performing schools and for adopting research-based practices in doing so. Yet we know little about how and where these organizations search for, select, and use research and other kinds of evidence. We examined these questions as they relate to school improvement designs and strategies in three SEAs using a combination of sur…
Building With Benchmarks
In recent years, interim assessments have become an increasingly popular tool in districts seeking to improve student learning and achievement. Philadelphia has been at the forefront of this change, implementing a set of Benchmark assessments aligned with its Core Curriculum district-wide in 2004. In this article, we examine the overall context for Benchmarks in Philadelphia, the expectations district leaders had for the use of those Benchmarks, …
Implementing the No Child Left Behind Act
The No Child Left Behind Act of 2001 (NCLB) requires states to test specified subjects and grades, to establish minimum performance standards for students, schools and school districts, and to provide assistance and impose sanctions on schools and districts that do not meet performance goals as a condition of receiving federal aid. NCLB builds on earlier federal and state education reform initiatives, and its success depends on the willingness an…
Instructional Capacity and High Performance Schools
or more than a decade researchers have been studying the design and implementation of educational reforms in states and school districts. One of the major sets of issues concerns the of these systems to achieve the goal of helping all students reach high standards of achievement. The task of formulating policy has been hampered by disagreement in both the research and policy communities about the degree to which capacity is a problem, and if it i…
Teacher Competency Testing
Gregory R. Anrig, Margaret E. Goertz, Regina Clark McNeil, Teacher Competency Testing: Realities of Supply and Demand in This Period of Educational Reform, The Journal of Negro Education, Vol. 55, No. 3, Teacher Testing and Assessment (Summer, 1986), pp. 316-325
Interaction of Federal and State Programs
Interaction of Federal and State Programs
Who Drops Out of High School and Why? Findings from a National Study
Using the most comprehensive data set on school dropouts that we have to date, the High School and Beyond study, Ruth Ekstrom, Margaret Goertz, Judith Pollack, and Donald Rock provide an analysis of the salient characteristics of the dropout population.
Politicians, Judges, and City Schools
Politicians, Judges, and City Schools
Teacher Competency Testing
Gregory R. Anrig, Margaret E. Goertz, Regina Clark McNeil, Teacher Competency Testing: Realities of Supply and Demand in This Period of Educational Reform, The Journal of Negro Education, Vol. 55, No. 3, Teacher Testing and Assessment (Summer, 1986), pp. 316-325
Education Politics For The New Century
Education and American Youth
The Federal Education Research Agency
Instructional Capacity and High Performance Schools
or more than a decade researchers have been studying the design and implementation of educational reforms in states and school districts. One of the major sets of issues concerns the of these systems to achieve the goal of helping all students reach high standards of achievement. The task of formulating policy has been hampered by disagreement in both the research and policy communities about the degree to which capacity is a problem, and if it i…
Research news and Comment
Mapping the Landscape of High-Stakes Testing and Accountability Programs
The No Child Left Behind (NCLB) Act of 2001 requires states to test more, set more ambitious improvement goals for their schools, and increase sanctions for schools that fail to meet these goals. To gain an understanding of the potential impact of the new law, this article describes the types of state assessment and accountability policies that were in place at the time the U.S. Congress enacted the NCLB Act, and how selected school districts in …
Implementing the No Child Left Behind Act
The No Child Left Behind Act of 2001 (NCLB) requires states to test specified subjects and grades, to establish minimum performance standards for students, schools and school districts, and to provide assistance and impose sanctions on schools and districts that do not meet performance goals as a condition of receiving federal aid. NCLB builds on earlier federal and state education reform initiatives, and its success depends on the willingness an…
Building With Benchmarks
In recent years, interim assessments have become an increasingly popular tool in districts seeking to improve student learning and achievement. Philadelphia has been at the forefront of this change, implementing a set of Benchmark assessments aligned with its Core Curriculum district-wide in 2004. In this article, we examine the overall context for Benchmarks in Philadelphia, the expectations district leaders had for the use of those Benchmarks, …
Policy Analysis
State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement
Over the last two decades, state education agencies (SEAs) have been given considerable responsibilities for improving low-performing schools and for adopting research-based practices in doing so. Yet we know little about how and where these organizations search for, select, and use research and other kinds of evidence. We examined these questions as they relate to school improvement designs and strategies in three SEAs using a combination of sur…
Engaging Practitioners in State School Improvement Initiatives
For most of U.S. history, local communities were the primary arbiters of school quality. Beginning in the mid-twentieth century, states began assuming more and more control over school standards and outcomes. The question we seek to answer is whether and the extent to which a particular kind of local voice—the voice of education practitioners—is represented in states' current, significant initiatives to improve low-performing schools. In the arti…
Political science (15 obras) · Psychology (9 obras) · Public Administration (9 obras) · Public Administration (9 obras) · Sociology (9 obras) · Pedagogy (8 obras) · Mathematics education (7 obras) · School Choice and Performance (7 obras) · Educational Assessment and Improvement (6 obras) · Public relations (6 obras)