Race, Gender, and School Leadership in a State with Shifting Student Demographics

This is an analysis of equity in Iowa educational leadership from the 1978-1979 school year through 2007-2008, and the extent to which rapidly changing stu- dent racial demographics are reflected in the schools. We found that male princi- pals continue to outnumber women 6: 1 in rural districts, but in urban schools the rate is closer to 1: 1. Female superintendents are now paid statistically the same as men, but women in every other educational position make on average less money than men. The data also reveal that the race of Iowa educators has not shifted to reflect the increasingly racially diverse student body

An Investigation of Item Type in a Standards-Based Assessment

Large-scale state assessment programs use both multiple-choice and open-ended items on tests for accountability purposes. Certainly, there is an intuitive belief among some educators and policy makers that open-ended items measure something different than multiple-choice items. This study examined two item formats in custom-built, standards-based tests of achievement in Reading and Mathematics at grades 3-8. In this paper, we raise questions about the value of including open-ended items, given scoring costs, time constraints, and the higher probability of missing data from test-takers. Accessed 19,320 times on https://pareonline.net from December 10, 2007 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

A Model for Evaluation of Rural Schools in Developing Countries

Rural schools in developing countries present a unique opportunity to understand the factors required to create a successful learning environment for students with a specific set of challenges. This paper proposes a developmental model for evaluating rural schools, constructed with data derived from evaluation and research projects carried out in Yucatan, Mexico.  In short, the model assumes that rural schools should provide a comprehensive set of services and support for a socially vulnerable population.  Thus, this is a developmental model of evaluation that considers the school as a holistic unit, including the quality and length of educational services, the social supports, the school infrastructure, and the availability of comprehensive services before evaluating learning and curriculum.  Sustainability, a key element in the model, is examined through school infrastructure, constancy and overall provision of services, and the degree of students’ readiness to learn and opportunities offered. The model can place a school along a specific point along a continuum of a developmental process, providing clear directions and specific goals for school leaders to use to grow and advance the rural school toward a fully comprehensive center of learning and social change

Race, Gender, and School Leadership in a State with Shifting Student Demographics

This is an analysis of equity in Iowa educational leadership from the 1978-1979 school year through 2007-2008, and the extent to which rapidly changing stu- dent racial demographics are reflected in the schools. We found that male princi- pals continue to outnumber women 6: 1 in rural districts, but in urban schools the rate is closer to 1: 1. Female superintendents are now paid statistically the same as men, but women in every other educational position make on average less money than men. The data also reveal that the race of Iowa educators has not shifted to reflect the increasingly racially diverse student body

A Model for Evaluation of Rural Schools in Developing Countries

Rural schools in developing countries present a unique opportunity to understand the factors required to create a successful learning environment for students with a specific set of challenges. This paper proposes a developmental model for evaluating rural schools, constructed with data derived from evaluation and research projects carried out in Yucatan, Mexico. In short, the model assumes that rural schools should provide a comprehensive set of services and support for a socially vulnerable population. Thus, this is a developmental model of evaluation that considers the school as a holistic unit, including the quality and length of educational services, the social supports, the school infrastructure, and the availability of comprehensive services before evaluating learning and curriculum. Sustainability, a key element in the model, is examined through school infrastructure, constancy and overall provision of services, and the degree of students’ readiness to learn and opportunities offered. The model can place a school along a specific point along a continuum of a developmental process, providing clear directions and specific goals for school leaders to use to grow and advance the rural school toward a fully comprehensive center of learning and social change