Browsing by Subject "accountability"

Now showing 1 - 5 of 5
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    Anoka-Hennepin Compensatory Education Pilot Program Year 1 Report
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel; Center for Applied Research and Educational Improvement
    The Year 1 Report of the Anoka-Hennepin Compensatory Education Pilot Progam reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight
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    Implementation of the Quality Compensation program (Q Comp): A Formative Evaluation
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2006) Wahlstrom, Kyla; Sheldon, Timothy; Peterson, Kristin; Center for Applied Research and Educational Improvement
    The report describes the range of implementation strategies and activities early adopter districts and sites have used in the implementation of the Quality Compensation Program (Q Comp), which is the alternative pay initiative enacted by the Minnesota Legislature. It also summarizes successes and concerns of those pilot sites, since their experiences can be highly informative for other districts and charter schools moving forward to create their own Q Comp plans.
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    Minutes: Senate Committee on Educational Policy: September 5, 2007
    (University of Minnesota, 2007-09-05) University of Minnesota: Senate Committee on Educational Policy
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    Programmatic Political Competition in Latin America: Recognizing the Role Played by Political Parties in Determining the Nature of Party-Voter Linkages
    (2015-10) Lucas, Kevin
    In their examination of party-voter linkages in twelve Latin American democracies, Kitschelt et al. (2010) find evidence of programmatic political competition in only two countries: Chile and Uruguay. However, while my own analysis of party-voter linkages in contemporary Latin America confirms the presence of programmatic political competition in Chile and Uruguay, it also reveals that programmatic party-voter linkages are stronger in El Salvador – one of the region’s poorest countries, and a country with scant democratic history – than they are in either Chile or Uruguay. The fact that El Salvador contradicts the standard “sociological” model of party system development, which identifies both a long democratic history and a relatively high level of socioeconomic development as prerequisites for the development of programmatic political competition, is the primary empirical puzzle that motivates this dissertation. In response to the question of why programmatic political competition emerges in some countries but not in others, I argue that elite political agency, rather than the political and socioeconomic characteristics associated with the sociological model of party system development, determines the type of party-voter linkages that form in a given party system. More specifically, I contend that the presence of a unified Left that has achieved electoral success by actively promoting its ideological distinctiveness is the common link that explains the development of programmatic political competition in Chile, Uruguay, and El Salvador. To support this argument, I combine the analysis of cross-country public opinion surveys with case studies that detail party system development in Costa Rica, El Salvador, and Guatemala. Particularly instructive is the comparison between El Salvador, where programmatic party-voter linkages are much stronger than the standard sociological model would predict, and Costa Rica, where a relatively high level of socioeconomic development and a long democratic history have failed to generate programmatic political competition. Whereas my examination of the development of the Salvadoran party system demonstrates that the FMLN has played a crucial role in the development of programmatic political competition, my examination of party-voter linkages in Costa Rica shows how the weakness and disorganization of the Costa Rican Left has inhibited the development of programmatic political competition.
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    Use of Continuous Improvement and Evaluation in After-School Programs
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Center for Applied Research and Educational Improvement
    This study, supported with funding from the Charles Stewart Mott Foundation, is intended to provide "quick turnaround" information to inform the future direction of the Foundation related to building the capacity of after-school programs to engage in evaluation / continuous improvement (CI) efforts to promote program improvement.