基于数据的Goodgrant基金最优投资策略

对Goodgrant基金的投资策略进行研究。首先,根据投资要求,对候选学校进行初步筛选,基于筛选后的学校,选取与教育绩效有关且数据信息完整的变量对学校进行聚类,并利用聚类结果对缺失数据进行补全;然后,提出了评价学生教育表现的绩效指标、绩效指示变量及绩效贡献变量的定义与关系,通过对绩效指示变量进行主成分分析,确定出每个学校当前的绩效值,并以此对所有学校进行初步排名;最后,以获得奖学金的学生占当年入学学生总数的比例作为绩效贡献变量,给出每个学校投资回报率的计算公式,并以该公式为依据,从绩效排名前100的学校中选出待投资的10所学校及捐赠数额。     

不求千着会 但求一样精——绥化地区技工学校注重培养学生一技之长

绥化地区技工学校在抓好各自专业教育的同时，特别注重培养学生的一技之长。他们抓住珠算教育投入少，见效快的特点，把培养计算人才作为培养学生一技之长的重点。这个地区的l7所技工学校普遍开展了珠算教育，有8所学校还开设了财会或核算专业班。     

学生成绩排序模型探讨

<正> 一、问题的提出当前学校各项改革工作都在普遍地开展。其中很多问题都牵涉到学生成绩的排序问题。例如高考招生工作,需要由多部门课程成绩加以处理,进行排序,然后予以择优录取,研究生的招生工作,有不少学校为了提高研究生的素质,感到一次入选考试有失偏颇,试用学生四年的学习成绩择优推荐的办法;为了改革过去那种毕业生分配不合理的状况,现在正在考     

怎样才能考能力——对1999年高考(数学)试卷的思考

每年高考试题都会对社会,尤其是对中学教育产生较大的影响．由于改革力度的加大,今年高考所引起的震动更为强烈．作为第一线的教学工作者,有几点感想,总觉得不吐不块．现不惴冒昧地提出来,就教于命题的专家及广大中学数学教育工作者．１　怎样才能考能力“能力立意”是命题的大方向,今年命题者们在这方面花了不小的功夫,突出表现在新题多,难题多．确实,去年高考,我们认为好的学生,高考中基本得了高分,而今年不少平时很好,我们认为智力也不错的学生在高考中的成绩却不尽人意（只有１００分左右）,而一些平时表现为中等,思维能…     

全国高考（新课程版）立体几何解答题得分策略

汉沽五中是天津市的一所普通学校 ,然而在2 0 0 1年高考中 ,我所教的班立体几何解答题平均分为 10分 ,这一成绩远远超过天津市平均水平 ;2 0 0 2年我指导的学生在高考中取得了立体几何解答题平均分 11分的成绩 ,达到市级一流重点学校的水平 .下面就近两年高考立体解答题得分策略作简要介绍 .我所教的 2 0 0 0届高三毕业生是我校近三年中基础最好的一个班 ,但这个班全国高考中 ,立体几何解答题平均分仅为 7分 .为什么会出现这种情况呢 ?经过认真的分析 ,我觉得造成这种情况的原因有两个 :其一 ,2 0 0 0年的立体几何题在形式上与往年不同 ,它…     

数理统计方法在教学效率评价中的应用

众所周知,考生的高考成绩除了受学校的教学,管理质量等因素的影响外,还与他们从初中考入高中的入学成绩有密切的关系。单纯地根据高考升学率对教学效率作出评价,而不考虑考生基础差异的影响,得到的结果不一定能反映实际的教学效率,其结论难以令人信服。为了能够反映实际的教学效率,必须排除考生的基础差异这一因素。基于上述分析,本文用协方差分析法结合四所中学的数据对如何根据高考成绩正确地评价中学教学效率的问题作了有益的尝试。 1.样本数据的说明 本研究收集了某市四所重点中学所有考生,共893人的高中入学成绩和1994年的高考成绩作为分析的原始数据(见表1)。     

高考如何助力“双减”落地——以2023年新高考数学全国Ⅰ卷为例

<正>2021年7月,中共中央、国务院印发《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》,对学生作业、考试、培训、招生等方面提出了意见,旨在重塑健康成长的良好教育生态,让学校回归育人主导地位.但“双减”政策的落实是一项上下联动、多元主体共同参与的系统工程,不仅包括学校育人主体地位、校外培训机构治理、家校协同机制的完善,还应积极推进高考内容改革,发挥高考改革的核心价值功能^[1].中国高考评价体系由“一核四层四翼”组成,其中“四翼”是确保考查目标实现,是回答高考“如何考”的问题,是连接高考考查内容与命题实践的纽带,而高考改革重视基础性,强调应用性、综合性、创新性,就是对“双减”政策落地很好的呼应^[2].     

基于主成分分析与最优分割理论对实习成绩综合评定的研究与分析

教育实习成绩评定是师范类学校很重要的内容,但评价过程受主观因素影响多及指标间相关性的影响.根据系统工程原理,采用SA S软件在构建评价指标体系和应用多元统计分析中主成分分析法和最优分割法的基础上,给出了一种综合评判教育实习成绩水平的新方法,结果表明它可为公平、公正的对学生成绩评定提供重要的参考作用.     

让珠心算教育在孩子心田发芽

<正>在苏通大桥北桥头堡,坐落着一所美丽而富有现代化气息的学校,它的名字叫江苏省南通市经济技术开发区实验小学。谈起这所学校,省内外许多珠心算实验学校都情不自禁地夸赞它的珠心算比赛成绩。而熟悉这所学校的人都知道,这所学校珠心算教育普及实验工作同样令人赞叹。南通市经济技术开发区实验小学创办于1994年,2012年成为江苏省首批珠心算教育实验学校,2018年被评选为江苏省珠心算教育实验基地校。学校遵循“循道崇真”办学价值取向,以“为学生想六年,更要想到他们未来六十年”的办学理念,     

不求千着会 但求一样精——绥化地区技工学校注重培养学生一技之长

绥化地区技工学校在抓好各自专业教育的同时,特别注重培养学生的一技之长。他们抓住珠算教育投入少,见效快的的特点,把培养计算人才作为培养学生一技之长的重点。这个地区的17所技工学校普遍开展了珠算教育,有8所学校还开设了财会或核算专业班。由于他们注意正确引导,科学施教,几年来涌现出了一批计算能手,全区有8名同学达到了能手一级水平,有9名学生在省级珠算技     

新中考中的排课问题

为提高初中学业水平和综合素质教育,近几年有些地方中考进行改革,要求学生进行学科选择。新中考课程分为选修和必修两大类。必修课程为语文、数学、英语,选修课程为其他六门课程,从中选出三项。把最后总成绩作为中考录取的标准。跟传统排课不同,这里排课要求每人一张课表,问题变得复杂困难。本文以北京某初三课程为例,研究了新中考的排课问题。一般情况下约束和变量是上百万级的,无法求解。本文利用整数规划建模,然后把该问题转化成多阶段问题,每个阶段给出小问题的解,这样使得问题的求解变得可行。最终的排课结果,仅比预期增加三位老师就可以实现新中考的排课问题。本文的求解过程给新中考排课带来了新的启发。     

Substituting open educational resources for commercial curriculum materials: effects on student mathematics achievement in elementary schools

Open Educational Resources (OER) have the potential to replace commercial learning materials in education. An empirical examination of this potential was conducted, comparing the end-of-year mathematics test results of 12,110 elementary school students clustered within 95 schools from five school districts in the state of Washington in the United States of America. Of this group, 6796 students used open learning materials, and 5314 used commercial educational resources. When three years of test scores were considered, there were no statistically significant differences in the exam scores of students who used open versus commercial curriculum materials. The lack of statistical significance may have practical significance, demonstrating that OER can replace conventional materials without impacting student performance, while potentially reducing costs and allowing for local modification.     

The near-peer mathematical mentoring cycle: studying the impact of outreach on high school students’ attitudes toward mathematics

College students may be seen as near-peers to high school students and high school students are often able to see themselves in the college students who are but one step ahead. This nearness in maturity and educational level may place college students in a particularly powerful position when it comes to reaching out to high school students to promote higher education in math and science. In this study college students gave dynamic mathematics outreach presentations, MathShows, to minority and low-income high school students in a mid-sized public school district on the U.S. border with Mexico. The study investigated the impacts of this sort of outreach work on high school students’ attitudes towards mathematics using a mathematics attitudes survey. Results, obtained from N = 306 participants, showed statistically significant improvements in almost all components of mathematical attitudes, with less of an effect on the component of self-confidence in doing mathematics. Differences in impacts by specific student subgroups are all discussed.     

A multilevel finite mixture item response model to cluster examinees and schools

Within the educational context, a key goal is to assess students’ acquired skills and to cluster students according to their ability level. In this regard, a relevant element to be accounted for is the possible effect of the school students come from. For this aim, we provide a methodological tool which takes into account the multilevel structure of the data (i.e., students in schools) and allows us to cluster both students and schools into homogeneous classes of ability and effectiveness, and to assess the effect of certain students’ and school characteristics on the probability to belong to such classes. The proposed approach relies on an extended class of multidimensional latent class IRT models characterised by: (i) latent traits defined at student and school level, (ii) latent traits represented through random vectors with a discrete distribution, (iii) the inclusion of covariates at student and school level, and (iv) a two-parameter logistic parametrisation for the conditional probability of a correct response given the ability. The approach is applied for the analysis of data collected by two national tests administered in Italy to middle school students in June 2009: the INVALSI Language Test and the Mathematics Test.     

The Quantity and Quality of Biology Laboratory Work in British Columbia High Schools

The purpose of this research was to survey the quantity and quality of laboratory work conducted by 11th- and 12th-grade biology students in British Columbia high schools to analyze student performance on laboratory-based questions on provincial examinations, and to examine the curriculum for recommended laboratory work. A pilot survey was used to produce a valid survey instrument that identified teachers' use of laboratory activities. Examination and curriculum data were extracted from Ministry of Education documents. The frequency of laboratory work was low, with quantitative activities much less frequent than qualitative. Laboratory exercises were confirmatory rather than investigative. Critical thinking and hypotheses formulation were seldom expected of the students. Many teachers reported that they infrequently or never used laboratory simulations or computer-based data collection. Although laboratories were equipped adequately, teachers claimed that the curriculum and provincial examination limited the scope for an inquiry-based course. Provincial examination results indicated that the frequency and type of laboratory work had no effect on scores on lab-based questions. Analysis of the laboratory activities recommended in the syllabus revealed that fewer laboratory activities were being conducted than are recommended in the curriculum guide outline. This study indicates that while the current philosophy of many biology teachers supports an investigative learning experience, little change in classroom practice has occurred in British Columbia schools.     

缩小高教城乡差别的链式模型分析

针对不同家庭背景的高考考生录取率有一定差异的情况,运用链式模型分析,从理论上证明了这种差异对高等教育普及的显著影响.说明了高等教育的普及必须在通过城镇化的同时,提高农村中学教育水准,这样才能提高农村考生的高考录取率,缩小贫困人口的代际转移的比例.该模型表明,在录取率不变的情况下,约经过4代人高教普及率将呈稳定状态.     

Understanding STEM‐focused elementary schools: Case study of Walter Bracken STEAM Academy

Increasingly, STEM focused high schools are used prepare students for college STEM majors and launch them into STEM careers. Yet a new focus on STEM education at the elementary levels suggests that the importance of STEM education is much broader than a preparation for workforce needs in high school or college. This paper describes a case study designed to articulate the mission and design of an effective and nationally recognized STEM‐focused elementary school. As described through the six most impactful components of STEM‐focused elementary school design at Walter Bracken STEAM Academy, the case study emphasizes the school's strong and inclusive school leadership, with staff organized into grade level groups empowered to innovate and honing their teaching practices. External partnerships are leveraged to broaden student learning opportunities. Students at Bracken engage in active learning opportunities and multidisciplinary lessons where STEM is used as a way of thinking and as a way to coherently combine content into active learning opportunities that are engaging for learners. By organizing the structural components of an exemplary STEM‐focused elementary school, we hope to deliver actionable reforms for elementary schools wanting to increase their STEM‐focused offerings.     

Seeking mathematics success for college students: a randomized field trial of an adapted approach

Many students enter the Canadian college system with insufficient mathematical ability and leave the system with little improvement. Those students who enter with poor mathematics ability typically take a developmental mathematics course as their first and possibly only mathematics course. The educational experiences that comprise a developmental mathematics course vary widely and are, too often, ineffective at improving students’ ability. This trend is concerning, since low mathematics ability is known to be related to lower rates of success in subsequent courses. To date, little attention has been paid to the selection of an instructional approach to consistently apply across developmental mathematics courses. Prior research suggests that an appropriate instructional method would involve explicit instruction and practising mathematical procedures linked to a mathematical concept. This study reports on a randomized field trial of a developmental mathematics approach at a college in Ontario, Canada. The new approach is an adaptation of the JUMP Math program, an explicit instruction method designed for primary and secondary school curriculae, to the college learning environment. In this study, a subset of courses was assigned to JUMP Math and the remainder was taught in the same style as in the previous years. We found consistent, modest improvement in the JUMP Math sections compared to the non-JUMP sections, after accounting for potential covariates. The findings from this randomized field trial, along with prior research on effective education for developmental mathematics students, suggest that JUMP Math is a promising way to improve college student outcomes.     

The role of innovations in secondary school performance – Evidence from a conditional efficiency model

This paper studies the influence of educational innovations on school performance. We apply a tailored, fully nonparametric conditional efficiency model to study secondary school efficiency in the Netherlands. The application uses official school data and a self-collected questionnaire on recent innovations in schools. In the nonparametric model, it is assumed that schools aim to maximize educational attainments of students under a budget constraint. The results suggest that innovations are positively related to efficiency. We find that profiling, pedagogic, process and education chain innovations are significantly related to school efficiency, whereas innovations in the professionalization of teachers are insignificantly related to school efficiency. Furthermore, the number of locations per school and the number of schools per governing body are negatively and significantly related to school efficiency. School type and region significantly influence school efficiency, whereas share of disadvantaged students, degree of urbanization and student/teacher ratio do not have significant influence.