Literaturnachweis - Detailanzeige
| Autor/inn/en | Lucco, Robert J.; und weitere |
|---|---|
| Titel | Can a Broad-Based School Indicator System Capture Information Relevant to Increasing Educational Opportunities and Improving Student Performance? |
| Quelle | (1995), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Disadvantaged Schools; Economically Disadvantaged; Educational Assessment; Educational Environment; Elementary Education; Evaluation Criteria; Institutional Evaluation; Performance; Poverty; Connecticut |
| Abstract | Connecticut's school-accountability law, Connecticut General Statute 10-220(c), requires reporting on a broad-based system of educational indicators that include measures of student needs, school resources, school performance (process), and student performance. This paper presents findings of a study that, using information from Connecticut's Strategic Schools Profiles database, explored the relative influence of school resources and school processes on student performance over and above that which can be attributed to student background variables, such as race and income. Fifty-one high-need elementary schools in Connecticut were divided into two groups based on higher and lower performance. Discriminant-function analysis was used to assess the influence of three blocks of variables--student, staff, and school attributes. Test scores from the 1993 Connecticut Mastery Test (CMT) served as the dependent variable. Findings indicate that staff and school attributes can help explain differences in student performance among high-need schools. School factors can make a difference in the academic and physical performances of students. Parental involvement and school leadership also appear to influence student performance. Further, Connecticut's school-indicator system provides useful information for guiding school-reform efforts and for increasing educational opportunities. The findings are limited to schools with high concentrations of students living in poverty and may be influenced by imprecise measurement of constructs. Five tables and two figures are included. Appendices contain statistical data and a description of selected indicators. (Contains 23 references.) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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