What educational production functions really show : a positive theory of education spending

The accumulated results of empirical studies show that the public sector typically chooses spending on inputs such that the productivity of additional spending on books and instructional materials is 10 to 100 times larger than that of additional spending on teacher inputs (for example, higher wages, small class size). The authors argue that this pervasive and systemic deviation of actual spending from the technical optimum requires a political, not economic or technical, explanation. The evidence is consistent only with a class of positive models in which public spending choices are directly influenced by a desire for higher spending on teacher inputs, over and above their role in producing educational outputs. This desire could be due either to teacher power, or bureaucratic budget-maximizing behavior, or political patronage. The authors conclude by exploring the implications of these positive political models of educational spending behavior for various types of proposed educational reforms (localized control, parental participation, vouchers, and so on) which requires an examination of how the proposed reforms shift the relative powers of the stakeholders in the educational system: students and parents, educators, bureaucrats, and politicians.Economic Theory&Research,Curriculum&Instruction,Teaching and Learning,Environmental Economics&Policies,Fiscal&Monetary Policy,Curriculum&Instruction,Teaching and Learning,Economic Theory&Research,Environmental Economics&Policies,Gender and Education

Steering Capital: Optimizing Financial Support for Innovation in Public Education

Examines efforts to align capital to education innovation and calls for clarity and agreement on problems, goals, and metrics; an effective R&D system; an evidence-based culture of continuous improvement; and transparent, comparable, and useful data

A Tripartite Framework for Leadership Evaluation

The Tripartite Framework for Leadership Evaluation provides a comprehensive examination of the leadership evaluation landscape and makes key recommendations about how the field of leadership evaluation should proceed. The chief concern addressed by this working paper is the use of student outcome data as a measurement of leadership effectiveness. A second concern in our work with urban leaders is the absence or surface treatment of race and equity in nearly all evaluation instruments or processes. Finally, we call for an overhaul of the conventional cycle of inquiry, which is based largely on needs analysis and leader deficits, and incomplete use of evidence to support recurring short cycles within the larger yearly cycle of inquiry

By Design Not Default: Optimizing District Spending on Small High Schools

Analyzes small school design elements driving extra per-student spending, needed start-up and ramp-up investments, and impact on facility use and enrollment projections. Offers a tool for quantifying resource use and suggestions for effective allocation

Perspectives on Bayesian Optimization for HCI

In this position paper we discuss optimization in the HCI domain based on our experiences with Bayesian methods for modeling and optimization of audio systems, including challenges related to evaluating, designing, and optimizing such interfaces. We outline and demonstrate how a combined Bayesian modeling and optimization approach provides a flexible framework for integrating various user and content attributes, while also supporting model-based optimization of HCI systems. Finally, we discuss current and future research direction and applications, such as inferring user needs and optimizing interfaces for computer assisted teaching

Pull and Push: Strengthening Demand for Innovation in Education

Examines policy, information, and cultural barriers that minimize the "demand pull" for educational innovation. Calls for encouraging early adopters, bolstering smart adoption, providing better information, and rewarding productivity improvements

Seizing Opportunity at the Top: How the U.S. Can Reach Every Student With an Excellent Teacher

Explains how to provide excellent teachers for every child every year by better identifying excellent teachers, removing policy barriers so they can teach more students for more pay, and catalyzing schools' and districts' will to put them in charge

Strengthening the Academic Progress of Students Within Multi-Tiered Systems of Support

Leadership in education is thinking, communicating, and modeling to maximize student growth and achievement. This quantitative research study explored how leadership can strengthen the academic progress of students within Multi-Tiered Systems of Support (MTSS). When implementation of MTSS is guided by adaptive school leadership, educators will be prepared, communication will occur, interventions will be established, and data will be evaluated. Adaptive leaders who build efficacy will ensure fidelity and continuous improvement of student achievement. Survey research was conducted to analyze the operational level of MTSS regarding the domains of Leadership, Building Capacity for Instruction, Communication and Collaboration, Data-Based Problem-Solving, Tiered Interventions, and Data Evaluation. Demographic information was analyzed to determine correlations between educator years of experience and leadership and educator school level on leadership, within MTSS. The findings established an operational baseline for each domain and indicated Communication and Collaboration and Building Capacity for Instruction are focus areas for improvement in the academic MTSS process. The implications of this research may help school leaders identify topics for continuous improvement to achieve an operational or optimizing level of performance within MTSS. The outcomes from the research could help identify the current use of evidence-based practices and identify professional development needs. Future research is recommended within educator talent development to determine the types of professional development or high leverage practices that educators feel they need support in MTSS implementation, as well a plan for coaching to provide a feedback loop to maximize students’ academic support

Practices, policies, and problems in the management of learning data: A survey of libraries’ use of digital learning objects and the data they create

This study analyzed libraries’ management of the data generated by library digital learning objects (DLO’s) such as forms, surveys, quizzes, and tutorials. A substantial proportion of respondents reported having a policy relevant to learning data, typically a campus-level policy, but most did not. Other problems included a lack of access to library learning data, concerns about student privacy, inadequate granularity or standardization, and a lack of knowledge about colleagues’ practices. We propose more dialogue on learning data within libraries, between libraries and administrators, and across the library profession

The computer as means of communication for peer-review groups

In a scientific-writing course, 15 of 54 students used a review-supporting computer program, PREP-EDITOR (PREP), to communicate with their peers about drafts. In an exploratory study, 10 students were interviewed regularly: 5 used PREP and 5 met face-to-face to exchange comments on drafts. The study showed that use of PREP did not increase time spent on various writing activities. The PREP group reported a large number of computer-related problems, whereas the non-PREP group reported more difficulties with assignments and course organization. It appeared that the technology was omnipresent in PREP users' perception of the course. The system of computer-mediated peer review has many of the drawbacks of 'distance learning,' but because networks are increasingly used by collaborating authors, we should teach our students how to use them sensibly