MARC details
| 000 -LEADER |
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| fixed length control field |
03098cam a2200337 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
2017003844 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
DLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190524125311.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
170206s2017 mau b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2017003844 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780674976399 (cloth) |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 043 ## - GEOGRAPHIC AREA CODE |
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| Geographic area code |
n-us--- |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MH/DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
MH |
| Modifying agency |
DLC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LA217.2 |
| Item number |
.S34 2017 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
370.11 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Schneider, Jack |
| Titles and words associated with a name |
(Writer on education), |
| 245 10 - TITLE STATEMENT |
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| Title |
Beyond test scores : |
| Remainder of title |
a better way to measure school quality / |
| Statement of responsibility, etc. |
Jack Schneider. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Cambridge, Massachusetts : |
| Name of producer, publisher, distributor, manufacturer |
Harvard University Press, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2017 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
326 pages ; |
| Dimensions |
22 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Source |
rdacarrier |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
What makes a school a "good" school? It's hard to say, and our current methods of measuring school quality are crude and often misleading. Parents who face the problem of where to matriculate their children are often left to surf websites that only offer one or two metrics by which to measure school accomplishment. Or they ask around among neighbors, work colleagues, and so on; the problem, of course, is that nearly everyone thinks the school their children attend is a "good" school. Lawmakers and education reformers review spreadsheets containing data that only confirm what we already know: high average test scores, the metric most often used to indicate school quality, are merely a reflection of the socioeconomic status of students who attend the school. But which schools improve scores the most? Which are best at protecting kids from bullying and harassment? Which schools are best at science, at the arts? Which schools are best at preparing underserved groups for college and the job market? None of the metrics for school quality that are currently widely available are helpful at answering these questions. Schneider led a team of researchers who asked people what they thought made for a good school. The answers they provided sometimes aligned with the measures policymakers and researchers have deemed important--and sometimes not. Then they set out to design a new system for measuring school quality that would allow Americans to figure out which schools were good at doing what and how to hold schools accountable for improving outcomes.-- |
| Assigning source |
Provided by publisher |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction -- Wrong answer: standardized tests and their limitations -- Through a glass darkly: how parents and policymakers gauge school quality -- What really matters: a new framework for school quality -- But how do we get that kind of information? making use of new tools -- An information superhighway: making data usable -- A new accountability: making data matter -- Conclusion -- Postscript. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Education |
| General subdivision |
Aims and objectives |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Educational accountability |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Educational tests and measurements |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Education and state |
| Geographic subdivision |
United States. |