MARC Record from marc_nuls

LEADER: 02991cam 22003131a 4500
001 9919820230001661
005 20150423122946.0
008 991126s2000 caua b 000 0 eng
010 $a 99050781
019 $a44610052
020 $a0761976027 (cloth : acid-free paper)
020 $a0761976035 (pbk. : acid-free paper)
035 $a(CSdNU)u87276-01national_inst
035 $a(OCoLC)42913693
035 $a(Sirsi) 01-AAK-8863
040 $aDLC$cDLC$dOCL$dOrPss
043 $an-us---
050 00 $aLA 217.2$bB72 2000
100 1 $aBracey, Gerald W.$q(Gerald Watkins)
245 10 $aBail me out! :$bhandling difficult data and tough questions about public schools /$cby Gerald W. Bracey.
260 $aThousand Oaks, Calif. :$bCorwin Press,$cc2000.
300 $aix, 213 p. :$bill. ;$c27 cm.
504 $aIncludes bibliographical references.
505 0 $aIntroduction: 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 -- Beware of Causal Explanations Made From Correlational Data -- Be Aware of Whether the Statistics Being Used Are Numbers or Rates (Percentages) -- Know Whether You're 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 Defined--And 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 -- 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 -- 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 Don't We Have Vouchers so the Money Would Follow the Child? -- Why Don't 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 Don't Bright People Go Into Teaching? -- With All This Talk About Standards and Accountability, Why Aren't Teachers and Administrators Held Accountable?.
650 0 $aPublic schools$zUnited States.
650 0 $aTeachers$zUnited States.
948 $a11/15/2000$b11/15/2001
999 $aLA 217.2 B72 2000$wLC$c1$i31786101232269$d8/18/2004$e11/17/2003 $f8/18/2004$g1$lCIRCSTACKS$mNULS$n2$rY$sY$tBOOK$u11/15/2000
999 $aLA 217.2 B72 2000$wLC$c2$i31786101452693$d8/18/2004$f8/18/2004$g1 $lCIRCSTACKS$mNULS$rY$sY$tBOOK$u11/15/2001