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Evaluation of the effects of longitu...

Anderson, Cynthia M.

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Evaluation of the effects of longitudinal tracking of student achievement to assess school quality.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluation of the effects of longitudinal tracking of student achievement to assess school quality./
作者:	Anderson, Cynthia M.
面頁冊數:	83 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2186.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180487
ISBN:	0542206099

Evaluation of the effects of longitudinal tracking of student achievement to assess school quality.
Anderson, Cynthia M.

Evaluation of the effects of longitudinal tracking of student achievement to assess school quality. - 83 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2186.

Thesis (Ed.D.)--University of Southern California, 2005.

Accountability is the dominant theme of the federal No Child Left Behind Act of 2001, and at the core of this Act is Adequate Yearly Progress, or AYP. All schools, including charter schools and schools not receiving federal funding under Title 1, must demonstrate adequate yearly progress by showing that a percentage of students scoring at proficient or above increases by a determined amount each year, with all students proficient by 2013--2014.

ISBN: 0542206099Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Evaluation of the effects of longitudinal tracking of student achievement to assess school quality.
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520 $a Accountability is the dominant theme of the federal No Child Left Behind Act of 2001, and at the core of this Act is Adequate Yearly Progress, or AYP. All schools, including charter schools and schools not receiving federal funding under Title 1, must demonstrate adequate yearly progress by showing that a percentage of students scoring at proficient or above increases by a determined amount each year, with all students proficient by 2013--2014.
520 $a In California, test score data are reported as "snapshots" of student performance, or current status indicators, which represent the average score of students enrolled in a district or school, and are assessed using percentile rankings. Accountability plans should require fair analytic methods that support school-wide improvement and planning; this study demonstrates that the current status indicators may actually provide less information about school quality, the very crux of No Child Left Behind .
520 $a Using standardized test data from 807 students tested over a 3-year period in six schools in California, three of which are or have been labeled as Program Improvement Schools, value-added analysis, particularly longitudinal tracking of student data, reveals clearly a different picture of each school's academic success than the State's status indicators. The indication of greater school quality and improvement under a value-added system was particularly true for those schools with high student mobility rates, low socioeconomic status, and/or low Academic Performance Indicators (API). Evidence supports the punitive labels and sanctions attached to low-performing schools may be unjustified when data are examined longitudinally as opposed to the current successive cohort approach.
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