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| Autor/inn/en | Mueller, Canda D.; Schmitt, Vicki L. |
|---|---|
| Titel | The Effects of AYP Requirements on Student Achievement |
| Quelle | (2006), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Federal Legislation; Educational Improvement; Data Analysis; Effect Size; Classification; Academic Achievement; Student Evaluation; Accountability; Kansas |
| Abstract | Three years of assessment data have been collected since The No Child Left Behind Act took effect. The purpose of this paper was to determine what effect adequate yearly progress (AYP) requirements have had on student achievement as measured by achievement level categorization across years. In measuring how well students are achieving in the wake of the AYP regulations, a method similar to the one suggested by Linn, Baker, and Betebenner in 2002 was used on Kansas assessment data from the years 1999-2000 through 2004-2005. Effect sizes were calculated using the proportions of students within an achievement level categorization across years for three grades assessed in reading and three assessed in mathematics. The results showed mostly small effects for a time span of one year. Comparing data from one year prior to implementation of adequate yearly progress with 2004 and 2005, two and three years since implementation, effect sizes were typically medium or large. Regression toward the mean, indicated by not focusing on the instruction of high achieving students, did not seem to occur in this data set. In fact, the proportions of students in the two higher categories, "Advanced" and "Exemplary," increased as proportions in "Proficient" remained relatively constant across the six years. (Contains 11 tables.) (Author). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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