Insuring equity in compensatory education student selection

Murray, Stephen L.; Braverman, Marc T.

doi:10.1016/0149-7189(85)90021-7

Cited by 3 publications

(4 citation statements)

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“…Indicators which have previously been used to assess levels of educational disadvantage are: economic status (Ashline, Pezullo & Norris, 1976;Garms & Goettel, 1972;Murray & Braverman, 1983;Pallas, Natriello & McDill, 1988; US Subcommittee on Elementary, Secondary and Vocational Education, 1987); race and ethnicity (Bempechat & Ginsburg, 1989;Coleman, 1966;Commonwealth Schools Commission, 1985;Drazen, 1989;Halsey, 1973;Jaeger, 1987;Levine & Eubanks, 1985;Pallas, Natriello & McDill, 1989;Ruby et al, 1985; US Committee on Education and Labor, 1987;Walters, 1986); non-English speaking background (Bempechat & Ginsburg, 1989;Commonwealth Schools Commission, 1985;Plowden Report, 1967;Victorian Ministry of Education, 1990); family structure (Bempechat & Ginsburg, 1989;Burns & Homel, 1985;Feeney, 1982;Pallas, Natriello & McDill, 1989;Plowden Report, 1967;Ross, 1983Ross, , 1984Ruby et al, 1985;Stennett, 1983;school characteristics (Abbott-Chapman et al, 1986;Drazen, 1989;Feeney, 1982;Graetz, 1988;Halsey, 1973;Johnston, 1990;Ruby et al, 1985;Rutter et al, 1979;Stennett, 1983;Walters, 1986;gender factors (Commonwealth Schools Commission 1985;...…”

Section: Indicators Of Disadvantagementioning

confidence: 99%

Assessing educational disadvantage

Elich¹

1991

J. Psychol. Couns. Sch.

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Currently, modes of resourcing ‘disadvantage’ in Queensland secondary, primary and special schools is a contentious issue. It appears that neither the criteria nor the procedures for decision making in this area are satisfactory or consistent. Accountability and professional standards require processes which can be shown to be just and use objective criteria. This study seeks to recommend more objective and comprehensive criteria and procedures for identification of, and resource allocation for, the educationally disadvantaged. A Departmental Reference Group was consulted regularly throughout the development of this project in order to incorporate appropriate Departmental perspectives and practices and to expedite the dissemination of material to schools. The findings of a literature review were used in conjunction with consultation with a regional reference group for social justice issues, survey information, and a field test to formulate a profile which assessed disadvantage. This instrument was trialled in 16 Darling Downs schools and evaluated with a view to its usefulness, practicality and accuracy.

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Section: Indicators Of Disadvantagementioning

confidence: 99%

Assessing educational disadvantage

Elich¹

1991

J. Psychol. Couns. Sch.

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“…Due to the diversity and wide range of characteristics that might be used to identify these students, the literature notes that the identification of at-risk students and the prescription of intervention strategies is best done by local school staff and service agency personnel working at the local school level and using multiple sources of data (Booth, 1983;Comer, 1987;Druian & Butler, 1987; Duval County (Florida) Schools, 1986;Frymier, 1989;Hill, 1984;Murray & Braverman, 1985;Slavin & Madden, 1989a, 1989cStevens & Pihl, 1982).…”

mentioning

confidence: 99%

mentioning

confidence: 99%

“…One current study involving over 22,000 students nationwide is attempting to develop and validate a 45 item instrument that can be used to identify at-risk students (Frymier, 1989). Others suggest a variety of screening instruments, check lists, rating scales or teacher recommendations using many of the factors and conditions that may lead to at-risk status as indicators that a student is at risk (Booth, 1983;Hayes, 1988;Levin, 1988;Murray & Braverman, 1985;Slavin & Madden, 1989a, 1989cWehlage et al, 1989).While there are relatively few validated instruments or procedures available for identifying at-risk students, the body of knowledge regarding conditions and factors contributing to students becoming at risk of failure appears well documented in the literature and can be used in the identification of such students in ways that allow educators to develop and prescribe appropriate intervention strategies. …”

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confidence: 99%

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Programs for At-Risk Students in the Washington County (Oregon) Schools: A Policy Study

Young¹

2000

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This study develops recommendations for school district administrators and policy makers regarding policies and programs for students at risk of school failure. The study develops a descriptive picture of policies and Data collection, analysis and evaluation were guided by five research questions focusing on procedures used to identify at-risk students, policies and programs implemented to serve the needs of at-risk students, procedures used to evaluate at-risk students and programs, and the effectiveness of at-risk student programs and policies.D"",'. were collected from the 13 Washington County school districts and other agencies using interview, document analysis, and survey techniques. Interviews were conducted with 11 school district administrators, 66 documents were examined, the 13 Washington County school district superintendents were surveyed, and 56 of 93 elementary, middle and high school principals completed and returned a 29 item survey. The data were analyzed using descriptive statistics and written descriptive summaries. The data were further analyzed by applying the program evaluation technique of comparison to a standard, using the criteria for effective policies and programs developed from the literature as standards. 3 The results show nearly all schools and districts meet two of four criteria related to at-risk student identification. Identification practices vary from formal to informal.Most schools and districts meet both criteria related to the use of ineffective programs. Retention at grade level and diagnostic/prescriptive pullout programs are seldom used as an intervention with at-risk students.Most districts and schools meet one of four criteria regarding programs that prevent students becoming at risk.No district offers preschool programs. Few full-day kindergarten options are available. Tutorial reading programs are available at the primary grades in most schools.Three of 12 criteria regarding programs that serve identified at-risk students are met by nearly all schools and districts. A variety of classroom, schoolwide and alternative programs exist that partially meet criteria for effectiveness. Most programs serve secondary students.No district meets the criterion for supporting programs with written policy. Few policies $pecific to at-risk students or programs exist.In summary, nearly all Washington County schools and districts meet eight criteria for effective policies and 4 programs for at-risk students. The remaining 15 criteria are either met by some schools and not others, partially met by some or all schools, or met by few or no schools at all.Other results show that little or no at-risk student or program evaluation occurs in most districts, that administrators perceive resources for at-risk students and programs to be inadequate, and that coordination of at-risk programs both within and between schools and districts is varied and often minimal or lacking.Based upon these results, 52 specific recommendations are made to school districts administrators and policy makers. ...

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Private thoughts and public actions:

Bank¹

1985

Evaluation and Program Planning

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Insuring equity in compensatory education student selection

Cited by 3 publications

References 2 publications

Assessing educational disadvantage

Assessing educational disadvantage

Programs for At-Risk Students in the Washington County (Oregon) Schools: A Policy Study

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