Bail Me Out!: Handling Difficult Data and Tough Questions About Public Schools
This guide is designed to take the mystery out of educational research data and to help educators become better, and more critical, readers of facts, figures, charts, and graphs about U.S. public schools. Educators will also become better able to answer the questions of parents, students, and the community. A brief historical look at the loss in confidence in the public schools shows how data have been used to create half-truths and erroneous positions. In addition, the most common test forms are analyzed. The chapters are: (1) "Beware of Averages"; 92) "Follow the Money"; (3) "Beware of the Uncritical acceptance of Convenient Conclusions"; (4) "Watch for Selectivity in the Data"; (5) "Show Me the Data!"; (6) "Beware of Nostalgia"; (7) "Beware of Casual Explanations Made from Correlational Data"; (8) "Be Aware of Whether the Statistics Being Used Are Numbers or Rates (Percentages)"; (9) "Know Whether You're Dealing with Ranks or Scores"; (10) "Make Sure the Statistic Used is the Right One"; (11) "Ask How the Variable Is Defined"; (12) "Ask How the Variable Is Defined--And Then Ask What the Criterion Measure Is"; (13) "Differentiate Practical and Statistical Significance"; (14) "Look for Trends, Not Snapshots"; (15) "Beware of Trends"; (16) "Ask What the Consequences Are Even If the Interpretation of the Data Is True"; (17) "Beware of Changing Demographics"; (18) "Try To 'See Through' Graphs"; (19) "Beware of Big (Small) Numbers"; (20) "Beware of Generalizations"; (21) "The Rise of Testing"; (22) "Types of Tests"; (23) "Other Indicators of Achievement"; (24)"How Come American Students Fall Farther Behind Their International Peers the Longer They Stay in School?"; (25) "Why Are Test Scores Falling?"; (26) "How Come Private Schools Do So Much Better than Public Schools?"; (27) "Why Don't We Have Vouchers so the Money Would Follow the Child?"; (28) "Why Don't We Use Charter Schools as Laboratories for Innovation for the Rest of the System?"; (29) "Why Are We Throwing Money at Schools?"; (30) "Why are SAT Scores Still Falling?"; (31) "Why Don't Bright People Go Into Teaching?"; and (32) "With All This Talk about Standards and Accountability, Why Aren't Teachers and Administrators Held Accountable?" (Contains 157 references.) (SLD)
What people are saying - Write a review
We haven't found any reviews in the usual places.
Why You Need a Book Like This
Principles of Data Interpretation or How to Keep From Getting Statistically Snookered
Beware of Averages
Follow the Money
Beware of the Uncritical Acceptance of Convenient Conclusions
Watch for Selectivity in the Data
Show Me the Data
Beware of Nostalgia
Try to See Through Graphs
Beware of Big Small Numbers
Beware of Generalizations
Aspects of Achievement
The Rise of Testing
Types of Tests
Other Indicators of Achievement
Handling the Tough Questions
Beware of Causal Explanations Made From Correlational Data
Be Aware of Whether the Statistics Being Used Are Numbers or Rates Percentages
Know Whether Youre Dealing With Ranks or Scores
Make Sure the Statistic Used Is the Right One
Ask How the Variable Is Defined
Ask How the Variable Is DefinedAnd Then Ask What the Criterion Measure Is
Differentiate Practical and Statistical Significance
Look for Trends Not Snapshots
Beware of Trends
Ask What the Consequences Are Even If the Interpretation of the Data Is True
Beware of Changing Demographics
How Come American Students Fall Farther Behind Their International Peers the Longer They Stay in School?
Why Are Test Scores Falling?
How Come Private Schools Do so Much Better Than Public Schools?
Why Dont We Have Vouchers so the Money Would Follow the Child?
Why Dont We Use Charter Schools as Laboratories for Innovation for the Rest of the System?
Why Are We Throwing Money at Schools?
Why Are SAT Scores Still Falling?
Why Dont Bright People Go Into Teaching?
With All This Talk About Standards and Accountability Why Arent Teachers and Administrators Held Accountable?
Other editions - View all
12th graders 50th percentile academic achievement algebra American students Asian asked Assessment of Educational attend average score base rates fallacy better Bracey Report changes charter schools classrooms College Board countries course criterion-referenced testing curriculum decline dents district Educational Progress Educational Testing Service eighth grade Eric Hanushek evaluation Figure GPAs graduates Hanushek high school Hispanics increase indicators instance Iowa Tests ITBS Japanese Key School kids learning literacy look math and science mathematics measure ment middle school multiple-choice NAEP NAEP scores Nation at Risk National Assessment national norming norm-referenced tests nostalgia noted outcomes parents percentage percentile ranks performance private schools problem produced proportion of students public schools question reading recent Rothstein sample SAT scores scale significance Simpson's Paradox skills small classes Sputnik statistic teaching test scores TIMSS tion trends variables virtually voucher