SAGE Journal Articles

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SAGE Journal User Guide

Article 1:
The purpose of this literature review is to systematically examine policy and practice intervention research and assess the impact of those interventions on high school dropout and school completion rates. This systematic review extends the literature by (a) describing both policy and practice interventions, (b) synthesizing findings from experimental or quasi-experimental research, and (c) examining the common elements of effective interventions.
Questions to consider:
1.  What are the characteristics of the empirical literature examining high school dropout or school completion interventions?
2.  What are the common elements of effective policy or practice interventions for reducing high school dropout rates or increasing school completion rates?
3.   Describe the multiple risk factors for early intervention of school dropout.
Article 2:
Before revising the No Child Left Behind (NCLB) legislation under the new administration, policy makers need to be informed as to whether or not the NCLB labeling formula adequately distinguishes good-quality schools from poor-quality schools. This study tests this question, using rich descriptive data for Milwaukee’s urban school district (MPS). Alternative indicators of school quality, the NCLB subgroup test failure measure and a standardized testing proficiency measure, are used as comparison measures to illustrate the discrimination embedded in the current formula used by the Department of Education.
Questions to consider:
1. How has the No Child Left Behind legislation affected primary and secondary level students?
2. Describe internal and external influences on school quality. How do both of these factors affect educational outcomes?
3. Do you believe that the No Child Left Behind legislation is unfair and biased? If so, what changes could be made in policy to rectify this?
Article 3:
The authors analyze bills, congressional records, agency reports, and newspaper articles to trace the evolution of Project Head Start, by far the nation’s largest federal early childhood program, beginning with the Economic Opportunity Act of 1964. Their analysis is organized around the policy goals embedded in the program and the governance structures and policy instruments designed to achieve those goals. Findings reveal that the life of Head Start has been marked by periods of policy expansion and relative stasis. Expansion has occurred most notably in the policy instruments through which services have been delivered while stasis has characterized program governance.
Questions to consider:
1. What is the purpose of Head Start and how has the program evolved since it was implemented?
2. Are you a proponent or opponent of the devolution of programs such as Head Start? Why are why not?
3. What is ‘policy feedback’ and how is it applied to the Head Start program?