The Charnes Cooper Rhodes ratio DEA model ("CCR") is used, with panel data from a large sample of Massachusetts' school districts, to test three propositions concerning the Massachusetts Education Reform Act of 1993 ("MERA"). First, did the degree of positive correlation between Socio-Economic Status ("SES") and educational outcomes decrease, secondly did educational opportunity become more equal among towns in Massachusetts, and finally were education standards raised overall? The CCR model is a Linear Programming method that estimates a convex production function using Koopmans' (1951) definition of technical efficiency and the radial measurements of efficiency proposed by Farrell (1957). It has been widely used in Education Production Function research. The pursuit, through state and federal courts, of equitable funding, allied to the belief that smaller class sizes improve outcomes, has made K-12 education expensive. The belief that outcomes are in constant decline has led to calls for "Accountability" and to "Standards" reform. Standards reform was combined, in MERA, with reform of state aid formulas and additional state funding, to ensure a minimum basic level of education pursuant to the decision of the Massachusetts Supreme Court in McDuffy v. Robertson. The one certain relationship revealed by decades of research is a strong positive correlation between SES and outcomes. If MERA ensured a higher basic level of education, then the correlation between SES and outcomes should have weakened as the education of less well SES-endowed children improved. The CCR model was used first to measure "correlation" between multiple input and multiple output variables. Strong positive correlation was shown to exist and it appeared to strengthen rather than weaken. Next the CCR model was used to determine if there were changes in the distribution of per pupil expenditures and, lastly to determine whether outcomes improved between after MERA. The analysis suggested that the distribution of expenditures improved but that outcomes deteriorated. This deterioration seems to be closely related to the changes in the proportion of all students, in a grade, actually taking the tests. There is little evidence that MERA achieved anything and no basis upon which to argue that it achieved nothing.

Thesis (Ed.D.)--Teachers College, Columbia University, 1989. / Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Pearl R. Kane. Bibliography: leaves 149-153.

Thesis (Ed. D.)--Illinois State University, 1972. / Title from title page screen, viewed Sept. 28, 2004. Dissertation Committee: J.H. McGrath (chair), Charles W. Edwards, Elwood F. Egelston, E. Scott Blankenship, Francis B. Belshe. Includes bibliographical references (leaves 114-119) and abstract. Also available in print.

Thesis (Ph.D.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 127-137).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 127-137). Also available in print.

Thesis (Ed. D.)--Illinois State University, 1989 / Title from title page screen, viewed October 17, 2005. Dissertation Committee: Mary Ann Lynn, John L.Brickell (co-chairs), David DeLay, Donald Kachur, Rodney Riegle. Includes bibliographical references (leaves 134-138) and abstract. Also available in print.

Thesis (Ed. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 115-118).

Made available in DSpace on 2016-08-03T16:16:07Z (GMT). No. of bitstreams: 1 Izilda Castellani.pdf: 996525 bytes, checksum: 2ea084db30b66f6fdfe95ddfddba6af2 (MD5) Previous issue date: 2008-09-26 / It has time, the difficulties faced for the directors of school of the state public net of São Paulo constitute reason of fidget and impotence, therefore these have its work plastered for the bureaucratic-administrative routine, which makes it difficult the performance of the pedagogical activities. This work centers in the study of the possibilities and limits in the development of the pedagogical function of the Director of School, by the way, Manager or Educator? In this research one uses documents of the Pertaining to school Unit, since its foundation in 1985 up to 2007, to understand the development of the function of school director, in this double bureaucraticadministrative and pedagogical aspect. In such a way, the following questions had been boarded: which are the requests and requirements of the State secretary of the Education of São Paulo (SEE-SP) and of the subordinated agencies it, in relation to the activities developed daily for the school director? Which the objective incumbencies that the school director has to answer for the SEE-SP? From this, which are the possibilities and the limits of the director to develop the pedagogical function in the pertaining to school environment? The given hypothesis is that, the school director does not obtain to center in the development of the pedagogical activities in face of the attendance to the bureaucratic-administrative requirements of the SEE-SP and the subordinated agencies it, which conditions its professional activity. It is intended with this study to contribute for the debate concerning the practical one of the pertaining to school management and the reflection of the functions and the paper of the director of school in the process of economicpolitician- social transformation. The presentation of this research is structuralized in three chapters. The end expositions point that the director of school, who has a great number of requests and requirements of bureaucratic-administrative tasks, emanated of the central power and its subordinated agencies, compromise the performance of the pedagogical functions.(AU) / Há tempo, as dificuldades enfrentadas pelos diretores de escola da rede pública estadual de São Paulo constituem motivo de inquietação e impotência, pois estes têm seu trabalho engessado pela rotina burocrático-administrativa, a qual dificulta o desempenho das atividades pedagógicas. Este trabalho centra-se no estudo das possibilidades e limites no desenvolvimento da função pedagógica do Diretor de Escola, aliás, Gerente ou Educador? Nesta pesquisa utiliza-se dos documentos da Unidade Escolar, desde sua fundação em 1985 até 2007, para se entender o desenvolvimento da função de diretor de escola, neste duplo aspecto burocráticoadministrativo e pedagógico. Desta forma, foram abordadas as seguintes questões: quais são as solicitações e exigências da Secretaria de Estado da Educação de São Paulo (SEE-SP) e dos órgãos a ela subordinados em relação às atividades desenvolvidas cotidianamente pelo diretor de escola? Quais as incumbências objetivas que o diretor de escola tem que responder para a SEE-SP? A partir disso, quais são as possibilidades e os limites do diretor para desenvolver a função pedagógica no ambiente escolar? A hipótese aventada é que, o diretor de escola não consegue centrar-se no desenvolvimento das atividades pedagógicas em face do atendimento às exigências burocrático-administrativas da SEE-SP e dos órgãos a ela subordinados, os quais condicionam sua atividade profissional. Pretende-se com este estudo contribuir para o debate acerca da prática da gestão escolar e da reflexão da função e do papel do diretor de escola no processo de transformação econômico-político-social. A apresentação desta pesquisa está estruturada em três capítulos. As considerações finais apontam que o diretor de escola, devido ao grande número de solicitações e exigências de tarefas burocrático-administrativas, emanadas do poder central e de seus órgãos subordinados, vê comprometido o desempenho das funções pedagógicas.(AU)

This study deals with an analysis of the contribution of a work-study practice for secondary vocational school students, especially in the area of social studies. It describes various forms of work-study practice at four high schools and evaluates the students' opinions regarding the value of work-study programs and their connection to classroom theory. The study seeks outputs for increasing the value of work-study programs so that the students would receive most practical expertise to work in their future occupations. It also brings arguments defending the continuation of the work-study programs in the secondary vocational school curriculae.