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Monitoring School Quality: An Indicators Report

Author

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  • Daniel P. Mayer
  • John Mullens
  • Mary T. Moore

Abstract

Explores why some schools may be better than others at helping students learn by identifying and critiquing national indicator data on school leadership, goals, professional community, discipline, academic environment, teacher academic skills, teaching assignment, teacher experience, professional development, course content, pedagogy, technology and class size. Notes that teachers make a difference.

Suggested Citation

  • Daniel P. Mayer & John Mullens & Mary T. Moore, "undated". "Monitoring School Quality: An Indicators Report," Mathematica Policy Research Reports 75b1c845d4da4b26b9dca64ff, Mathematica Policy Research.
    • Handle: RePEc:mpr:mprres:75b1c845d4da4b26b9dca64ff3e164bc
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    File URL: http://nces.ed.gov/pubs2001/2001604.pdf
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    Citations

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    Cited by:

    1. Jason Boardman & Daniel Powers & Yolanda Padilla & Robert Hummer, 2002. "Low birth weight, social factors, and developmental outcomes among children in the United States," Demography, Springer;Population Association of America (PAA), vol. 39(2), pages 353-368, May.
    2. N. Koseleci & F. C. Rosati, 2009. "Child labour and the global financial crisis: an issue paper," UCW Working Paper 47, Understanding Children's Work (UCW Programme).
    3. Khalida Parveen & Phuc Quang Bao Tran, 2020. "Practical problems for low quality education and steps needed for investment in public schools of Pakistan," Journal of Social Sciences Advancement, Science Impact Publishers, vol. 1(1), pages 01-07.
    4. Clotfelter, Charles T. & Ladd, Helen F. & Vigdor, Jacob, 2005. "Who teaches whom? Race and the distribution of novice teachers," Economics of Education Review, Elsevier, vol. 24(4), pages 377-392, August.

    More about this item

    Keywords

    School quality;

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