What Policymakers Can Learn from School Report Cards: Analysis of Tennessee's Report Cards on Schools.

Autor/inn/en	Bobbett, Gordon C.; und weitere
Titel	What Policymakers Can Learn from School Report Cards: Analysis of Tennessee's Report Cards on Schools.
Quelle	(1992), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attendance; Career Ladders; Class Size; Economically Disadvantaged; Educational Assessment; Educational Finance; Educational Policy; Elementary Secondary Education; Enrollment; Institutional Characteristics; Outcomes of Education; Policy Formation; Profiles; School Districts; State Programs; Teacher Salaries; Tennessee + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Klassengröße; Education; assessment; Bewertungssystem; Bildungsfonds; Politics of education; Bildungspolitik; Einschulung; Lernleistung; Schulerfolg; Politische Betätigung; Charakterisierung; Profilanalyse; School district; Schulbezirk; Regierungsprogramm; Lehrerbesoldung; Lehrervergütung
Abstract	The relationships among factors reported on report cards developed for local school districts in Tennessee were studied, offering information about how the selected factors relate to student outcomes. Each year Tennessee's State Board of Education produces a report card on each school district using data provided by the district and the State Department of Education. Data are presented in two report card sections: testing information (grade level, the prior school level, the present school year, and state average) and system information (professional educator information and student information organized under five headings: grade level, 2 years prior data, present year, and state average). Using 1988-89 data, eight categories of report card information were considered as follow: (1) county per capita income; (2) average professional salary; (3) expenditures per pupil; (4) average daily membership; (5) percent of students in attendance; (6) percent of oversized classes; (7) percent of students on free or reduced lunches; and (8) percent of professionals on Levels II and III of Tennessee's Career Ladder program. A state composite profile based on 139 districts was compared to report cards of 121 districts constituting the final sample. The relationships between these characteristics and student achievement outcomes were examined, and districts were compared. Analyses indicated that these eight variables do not explain student outcomes. Study results suggest that the report cards fail to reflect much of what accounts for student achievement. There are nine references and 12 tables. Four appendixes provide 26 figures that present supplemental information on linear regression, partial correlation, truncated linear analysis, and polynomial regression analyses. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC