Desired Characteristics for State and School District Educational Accountability Reports. Technical Report 22.

Autor/inn/en	Nelson, J. Ruth; Ysseldyke, James E.; Thurlow, Martha L.
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	Desired Characteristics for State and School District Educational Accountability Reports. Technical Report 22.
Quelle	(1998), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Accountability; Data Interpretation; Disabilities; Educational Assessment; Elementary Secondary Education; Evaluation Criteria; Input Output Analysis; Outcomes of Education; School Effectiveness; Special Education; Student Participation; Technical Writing + Suchen Sie Ihr Suchwort? Verantwortung; Data evaluation; Datenauswertung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Lernleistung; Schulerfolg; Schuleffizienz; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Technical documentation; Technische Dokumentation
Abstract	This report discusses the findings of a study that compared identified desirable characteristics of state accountability reports with 20 accountability reports generated by 7 states. Desirable characteristics included (1) clarity (the intended audience, statements of purpose, a description of the population being reported on and the states' conceptual model for its accountability system); (2) comprehensiveness in the reporting of inputs, processes, and results for students, especially students with disabilities; (3) provide comparative information with changes over time between schools, districts, states, regions, or standards; (4) conciseness or carefully chosen indicators so that no more information is given than is necessary; (5) cautions (against misinterpretations of the data or against any unintended consequences); (6) confidentiality; (7) good formats so that reports are well-organized, readable, and interesting. Results found none of the reports contained every desirable characteristic. Very few reports were clear as to who was included, the conceptual model, and assumptions. Many reports were comprehensive, concise, and comparative, but were also unclear in their presentation of information. Only four of the states provided disaggregated data on students with disabilities. (CR)
Anmerkungen	National Center on Education Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; telephone: 612-624-8561; fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO ($10).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01