Indicators of School Performance in Texas. REL 2023-146

Autor/inn/en	Li, Yibing; Garland, Marshall; Kilborn, Mitchell
Institution	Regional Educational Laboratory Southwest (ED/IES); National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); American Institutes for Research (AIR)
Titel	Indicators of School Performance in Texas. REL 2023-146
Quelle	(2022), (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Low Achievement; Educational Indicators; Student Behavior; Attendance; Discipline; Course Selection (Students); Teacher Characteristics; Teaching Experience; Labor Turnover; Educational Assessment; Elementary Schools; Middle Schools; High Schools; Predictor Variables; Courses; Academic Failure; Suspension; Expulsion; Teacher Persistence; Student Characteristics; Texas + Suchen Sie Ihr Suchwort? Verantwortung; Unterdurchschnittliche Leistung; Educational indicato; Bildungsindikator; Student behaviour; Schülerverhalten; Anwesenheit; Disziplin; Course selection; Student; Students; Kurswahl; Education; assessment; Bewertungssystem; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Prädiktor; Kursangebot; Ausschluss; Schulausschluss; Relegation
Abstract	The School Improvement Division of the Texas Education Agency (TEA) identifies, monitors, and supports low-performing schools. To identify low-performing schools, TEA assigns annual academic accountability ratings to its districts and schools, but these ratings are provided only once per year and are vulnerable to disruptions in the assessment system. Schools with low accountability ratings are considered low performing. TEA partnered with Regional Educational Laboratory Southwest to explore whether information regularly collected by districts and schools could be the basis for creating indicators to monitor low-performing schools. Using school-level data from the two school years preceding the pandemic (2017/18 and 2018/19), this study examined which student behaviors (such as attendance, coursetaking, and discipline) and teacher factors (such as years of experience and turnover) were associated with the performance of Texas schools on accountability measures that use assessment data. The study found that several student behaviors and teacher factors were associated with the likelihood of schools meeting accountability expectations across school levels and could be used to create indicators that identify whether a school was likely to meet accountability expectations. For elementary schools, these indicators included student attendance and chronic absenteeism; for middle schools, these indicators included student attendance, chronic absenteeism, and discipline; and for high schools, these indicators included student coursetaking and teacher turnover. However, many indicators that identified schools as likely to meet accountability expectations in 2017/18 and 2018/19 did not identify these schools as likely to meet accountability expectations in 2019/20, potentially due to structural changes during the pandemic (such as changes in how attendance was reported). TEA staff can consider using these indicators to identify schools that are not likely to meet accountability expectations and may need extra support during a typical school year. The intent of the indicators is not to replace accountability ratings. Instead, they provide information for TEA staff to identify schools needing supports, monitor these schools throughout the school year, and help determine what supports to provide. [For the appendixes, see ED624272.] (As Provided).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: http://ies.ed.gov/ncee/edlabs/regions/southwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01