by
Davis, Lois M., author.
Call Number
365.42 23
Publication Date
2014
Summary
"More than 2 million adults are incarcerated in U.S. prisons, and each year more than 700,000 leave federal and state prisons and return to communities. Unfortunately, within three years, 40 percent will be reincarcerated. One reason for this is that ex-offenders lack the knowledge, training, and skills to support a successful return to communities. Trying to reduce such high recidivism rates is partly why states devote resources to educating and training individuals in prison. This raises the question of how effective -- and cost-effective -- correctional education is: an even more salient question given the funding environment states face from the 2008 recession and its continuing aftermath. With funding from the Second Chance Act of 2007, the Bureau of Justice Assistance, U.S. Department of Justice, asked RAND to help answer this question as part of a comprehensive examination of the current state of correctional education for incarcerated adults and juveniles. The RAND team conducted a systematic review of correctional education programs for incarcerated adults and juveniles. This included a meta-analysis on correctional education's effects on recidivism and postrelease employment outcomes for incarcerated adults, as well as a synthesis of evidence on programs for juveniles. The study also included a nationwide survey of state correctional education directors to understand how correctional education is provided today and the recession's impact. The authors also compared the direct costs of correctional education with those of reincarceration to put the recidivism findings into a broader context."--Provided by publisher.
Format:
Electronic Resources
Relevance:
6.3158
by
Council on Foreign Relations. Independent Task Force on U.S. Education Reform and National Security.
Call Number
379.1580973 23
Publication Date
2012
Summary
The United States' failure to educate its students leaves them unprepared to compete and threatens the country's ability to thrive in a global economy and maintain its leadership role. This report notes that while the United States invests more in K-12 public education than many other developed countries, its students are ill prepared to compete with their global peers. According to the results of the 2009 Program for International Student Assessment (PISA), an international assessment that measures the performance of 15-year-olds in reading, mathematics, and science every three years, U.S. students rank fourteenth in reading, twenty-fifth in math, and seventeenth in science compared to students in other industrialized countries. The lack of preparedness poses threats on five national security fronts: economic growth and competitiveness, physical safety, intellectual property, U.S. global awareness, and U.S. unity and cohesion, says the report. Too many young people are not employable in an increasingly high-skilled and global economy, and too many are not qualified to join the military because they are physically unfit, have criminal records, or have an inadequate level of education. The report proposes three overarching policy recommendations: implement educational expectations and assessments in subjects vital to protecting national security; make structural changes to provide students with good choices; and, launch a "national security readiness audit" to hold schools and policymakers accountable for results and to raise public awareness.
Format:
Electronic Resources
Relevance:
4.4609
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by
Maki, Peggy.
Call Number
378.1671 22
Publication Date
2010
Summary
Peggy Maki updates and expands the contents of her acclaimed first edition to reflect changes in assessment practices and developments over the prior seven years, such as the development of technology-enabled assessment methods and the national need for institutions to demonstrate that they are using results to improve student learning. This book is designed to assist colleges and universities build a sustainable commitment to assessing student learning at both the institution and program levels. It provides the tools for collective inquiry among faculty, staff, administrators and students to.
Format:
Electronic Resources
Relevance:
4.1332
by
Davis, Lois M.
Call Number
365.660973 23
Publication Date
2013
Summary
After conducting a comprehensive literature search, the authors undertook a meta-analysis to examine the association between correctional education and reductions in recidivism, improvements in employment after release from prison, and other outcomes. The study finds that receiving correctional education while incarcerated reduces inmates' risk of recidivating and may improve their odds of obtaining employment after release from prison.
Format:
Electronic Resources
Relevance:
4.0797
by
Bresciani, Marilee J.
Call Number
378.197076 22
Publication Date
2009
Summary
Beginning with a brief history of assessment, the book explains how to effectively engage in outcomes- based assessment, presents strategies for addressing the range of challenges and barriers student affairs practitioners are likely to face, addresses institutional, divisional, and departmental collaboration, and considers future developments in the assessment of student success. One feature of the book is its use of real case studies that both illustrate current best practices in student affairs assessment that illuminate theory and provide examples of application. The cases allow the author.
Format:
Electronic Resources
Relevance:
3.7436
by
Gill, Brian P., 1968-
Call Number
371.010973 22
Publication Date
2005
Summary
In 2000, Edison Schools, the nation's largest education management organization, asked RAND to analyze its achievement in its schools, how it implemented those strategies, how its management affected student achievement, and what factors explained differences in achievement trends among its schools.
Format:
Electronic Resources
Relevance:
3.7222
by
Cowen, Virginia S.
Call Number
613.7071
Publication Date
2010
Summary
This book explores how personal experiences in mandatory K-12 physical education classes affect adult health and exercise habits. It offers a platform of understanding into the diverse experiences of gym class and how these experiences can produce repercussions throughout life.
Format:
Electronic Resources
Relevance:
3.6859
by
Zellman, Gail.
Call Number
362.7120684 22
Publication Date
2008
Summary
"As a result of the generally low quality of child care in the United States and the increased emphasis on accountability in education policy, quality rating systems (QRSs) are proliferating in the child-care arena. QRSs assess child-care providers on multiple dimensions of quality and integrate these assessments into an easily understood summary rating (such as from 0 to 4 stars). These ratings are intended to help parents, funders, and other stakeholders make more informed choices about child care and to encourage providers to improve. Most QRSs are actually QRISs -- quality rating and improvement systems -- since they include feedback and technical assistance to help providers improve the quality of their care. However, there has been very little empirical examination of the validity of these systems -- how reliable their multiple components are, how effective they are in helping providers to improve the quality of care they provide, and how much children benefit from such improvement. This study assesses the QRIS developed by Qualistar Early Learning, a nonprofit organization based in Colorado that was one of the first organizations to create a QRIS. Zellman et al. set out to validate the Qualistar QRIS by assessing approximately 100 child-care providers and, at the outset, over 1,300 children over three waves of data collection. The study relied on two other, established measures of child-care quality on which to rate providers, as well as a number of direct child assessments. The design allowed for both cross-sectional and time-lagged analyses. The authors analyzed the five components of the Qualistar system separately, then examined how they related to each other; compared the Qualistar measures to the other measures of quality; assessed change in provider quality over time; and examined whether quality improvements as measured by the Qualistar QRIS were associated with better child outcomes."--Publisher's website.
Format:
Electronic Resources
Relevance:
2.7183
by
Maki, Peggy.
Call Number
378.107 22
Publication Date
2010
Summary
"Assessment on college campuses has a sordid history, and it is fairly simple to find someone with a traumatic tale to tell. It is wise to respect that that reputation is deserved." "How do you modify the inner workings and culture of a massive institution with minimal resources and even less authority (other than GE course approvals), and thousands and thousands of talented people busy doing other things?" "The road to departmental assessment can seem both dramatic and apocalyptic, especially if one's departmental 'centre cannot hold, ' and purpose falls apart. The Department of English and Li.
Format:
Electronic Resources
Relevance:
2.5787
by
Hess, Frederick M.
Call Number
371.2070973 22
Publication Date
2010
Format:
Electronic Resources
Relevance:
2.5272
by
Black, P. J. (Paul Joseph), 1930-
Call Number
371.26 21
Publication Date
2002
Format:
Electronic Resources
Relevance:
2.3007
by
Sanders, James R.
Call Number
379.158 22
Publication Date
2006
Summary
This updated resource provides concise, yet comprehensive coverage of school programs evaluation in a highly usable format. Providing examples designed to help the reader develop competence and confidence in program evauation, this book takes the reader through the five taks of school program evaluation.
Format:
Electronic Resources
Relevance:
0.4110
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