Misleading Measurements: How Ohio School Ratings Foster False Comparisons. K-12 Education

Autor/in	DePaoli, Jennifer
Institution	Policy Matters Ohio
Titel	Misleading Measurements: How Ohio School Ratings Foster False Comparisons. K-12 Education
Quelle	(2014), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Urban Schools; School Effectiveness; Standardized Tests; State Standards; Scores; High Achievement; Educational Change; School Districts; Charter Schools; Public Schools; Selective Admission; Small Classes; Class Size; Enrollment Trends; Minority Group Students; Economically Disadvantaged; Disabilities; Equal Education; Comparative Analysis; Poverty; Board of Education Policy; Elementary Secondary Education; Ohio + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schuleffizienz; Standadised tests; Standardisierter Test; Bildungsreform; School district; Schulbezirk; Charter school; Charter-Schule; Public school; Öffentliche Schule; Bildungsselektion; Klassengröße; Handicap; Behinderung; Armut
Abstract	Highly rated urban schools are often held up as models for lower-rated urban districts. These high-scoring urban schools, both district and charter, get results on Ohio's standardized tests that shine compared to results many schools get in districts struggling with the effects of concentrated poverty. Administrators, journalists, and policy makers often point to these schools as models for shaping school improvement policies and practices. To better understand urban school reform, Policy Matters Ohio looked at schools rated the highest over a two-year period in each of the eight largest urban school districts. State, school, and district data were used to examine public schools--district-run and charter--that were rated Excellent or higher for either the 2010-11 or the 2011-12 school year or both. The study compared student demographics at these schools with those of the school districts in which they are located. The number of schools examined ranged from two each in Canton, Dayton, and Youngstown to 22 in Cleveland; overall, the study included 57 district and 27 charter schools. Many of these schools have selective enrollment policies, offer smaller class sizes, require applications, or engage in other practices that lower-performing public schools generally cannot follow. Some schools, particularly charters, enroll substantial numbers of students from other school districts, usually suburban or in some cases exurban districts. Results showed that a majority of these top-rated schools enrolled lower percentages of minority students, economically disadvantaged students, and students with disabilities. It is clear that most are not reaching an equal share of the students with the fewest opportunities in Ohio's urban districts. Specialty schools can play a vital role as urban districts struggle to overcome overwhelming educational odds. Some high-scoring urban schools are succeeding in the face of difficult challenges, but most benefit because they serve populations that are substantially different from the students typically served in urban districts. In the end, schools must be measured in a way that accurately reflects the needs of the students they enroll, and comparisons must acknowledge that not all schools serve the same population. [For the Executive Summary, see ED573559.] (ERIC).
Anmerkungen	Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01