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001388088 001__ 1388088
001388088 003__ OCoLC
001388088 005__ 20220202003117.0
001388088 008__ 991126s2000\\\\caua\\\\\b\\\\000\0\eng\\
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001388088 035__ $$a(OCoLC)42913693
001388088 040__ $$aDLC$$beng$$cDLC$$dJYJ$$dLVB$$dBAKER$$dBTCTA$$dYDXCP$$dOCLCG$$dDEBBG$$dBDX$$dOCLCO$$dOCLCF$$dOCLCQ$$dOCLCO$$dOCLCQ$$dNLE$$dNLW$$dOCLCO$$dISE
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001388088 049__ $$aISEA
001388088 05000 $$aLA217.2$$b.B72 2000
001388088 08200 $$a371.01/0973$$221
001388088 1001_ $$aBracey, Gerald W.$$q(Gerald Watkins)
001388088 24510 $$aBail me out! :$$bhandling difficult data and tough questions about public schools /$$cGerald W. Bracey.
001388088 260__ $$aThousand Oaks, Calif. :$$bCorwin Press,$$c©2000.
001388088 300__ $$aix, 213 pages :$$billustrations ;$$c27 cm
001388088 336__ $$atext$$btxt$$2rdacontent
001388088 337__ $$aunmediated$$bn$$2rdamedia
001388088 338__ $$avolume$$bnc$$2rdacarrier
001388088 504__ $$aIncludes bibliographical references.
001388088 5050_ $$aIntroduction: Why you need a book like this -- 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 -- The rise of testing -- Types of tests -- Other indicators of achievement -- 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?
001388088 650_0 $$aPublic schools$$zUnited States.
001388088 650_0 $$aTeachers$$zUnited States.
001388088 650_6 $$aÉcoles publiques$$0(CaQQLa)201-0008850$$zÉtats-Unis.$$0(CaQQLa)201-0407727
001388088 650_6 $$aEnseignants$$zÉtats-Unis.$$0(CaQQLa)201-0239073
001388088 650_7 $$aPublic schools.$$2fast$$0(OCoLC)fst01082942
001388088 650_7 $$aTeachers.$$2fast$$0(OCoLC)fst01144248
001388088 650_7 $$aDatenanalyse$$2gnd$$0(DE-588)4123037-1
001388088 65007 $$aSchule.$$2swd
001388088 651_7 $$aUnited States.$$2fast$$0(OCoLC)fst01204155
001388088 651_7 $$aUSA.$$2swd
001388088 77608 $$iOnline version:$$aBracey, Gerald W. (Gerald Watkins).$$tBail me out!$$dThousand Oaks, Calif. : Corwin Press, ©2000$$w(OCoLC)606380890
001388088 77608 $$iOnline version:$$aBracey, Gerald W. (Gerald Watkins).$$tBail me out!$$dThousand Oaks, Calif. : Corwin Press, ©2000$$w(OCoLC)608608813
001388088 852__ $$bgen$$hLA217.2$$i.B72 2000
001388088 909CO $$ooai:library.usi.edu:1388088$$pGLOBAL_SET
001388088 980__ $$aBOOK
001388088 980__ $$aBIB