Search results for: Performance factors
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Accounting For Higher Education Accountability: Political Origins of State Performance Funding for Higher Education
This study examines the political forces that have driven the development of performance funding in some states but not others. This study found that many of the actors and motives cited by the prevailing perspective operated in the six states, including state legislators, governors, and business people pursuing performance funding in the name of greater effectiveness and efficiency for higher education. However, the prevailing perspective misses the key advocacy role of state higher education coordinating boards and individual higher education institutions that pursued performance funding to secure new funds in an era of greater tax resistance and criticism of the effectiveness and efficiency of higher education.
Updated: May. 19, 2014
This article presents case study research which explored the use of school performance feedback and its’ perceived effects. The findings show that all schools used the feedback in writing school improvement plans. However, it was found that the extent of genuine school improvement varied across schools as did the perceived effects of the use of performance feedback.
Updated: Apr. 04, 2011
Schools face a lot of data on the functioning of their school which they can use to make improvements in teaching, learning and the organization. This explorative study in the Netherlands shows that teachers mainly use classroom level data for making instructional decisions at classroom level, and school leaders mainly use school level data for policy development decisions. The article concludes with suggestions with regard to enhancing the effectiveness of data-driven decision making.
Updated: Aug. 03, 2010
This study examines how high school graduates got to where they were in terms of mathematics attainment. In addition, the study explored what factors might predict students’ attainment and their growth trajectories in mathematics during secondary school years. The study uses a three-level longitudinal and multilevel modeling framework to address the key research questions.
Updated: May. 30, 2010