A Characterization of Sorting and Implications for Value-Added Estimates

Autor/inn/en	Alzen, Jessica; Domingue, Ben
Titel	A Characterization of Sorting and Implications for Value-Added Estimates
Quelle	(2013), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Placement; Longitudinal Studies; School Districts; Teacher Influence; Urban Schools; English Language Learners; Student Characteristics; Low Income Groups; Ability Grouping; Accountability; High Stakes Tests; Teacher Effectiveness; Academic Ability; Classification; Elementary School Students; Grade 5; Prior Learning; Academic Achievement + Suchen Sie Ihr Suchwort? Schülerpraktikum; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Homogene Gruppierung; Niveaugruppierung; Streaming; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Classification system; Klassifikation; Klassifikationssystem; School year 05; 5. Schuljahr; Schuljahr 05; Vorkenntnisse; Schulleistung
Abstract	Students are non-randomly assigned, or sorted, into classrooms in various ways across and within schools. In this study, we use longitudinal data sets from three districts to investigate a metric for the characterization of sorting at the school level. We analyze whether non-random student assignment is associated with value-added estimates for teachers. The three longitudinal datasets come from large, urban districts but, despite this similarity, we find there is substantial variation in the degree of sorting across school districts. We see more evidence of sorting in districts with higher proportions of ELLs and students from low socioeconomic backgrounds. Despite differences in the characteristics of schools which sort, sorting as we have quantified it is only marginally related to VA estimates. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10