Gamed by the System: Adequate Yearly Progress as an Indicator of Persistently Low-Achieving School Performance

Autor/inn/en	Hochbein, Craig; Mitchell, Amanda M.; Pollio, Martin
Titel	Gamed by the System: Adequate Yearly Progress as an Indicator of Persistently Low-Achieving School Performance
Quelle	In: NASSP Bulletin, 97 (2013) 3, S.270-289 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636513479139
Schlagwörter	School Turnaround; School Effectiveness; Low Achievement; Intervention; Student Diversity; Federal Legislation; Educational Legislation; Educational Indicators; Federal Programs; Principals; Administrator Role; Elementary Secondary Education; Measures (Individuals); Comparative Analysis; School Demography; Educational Objectives; Statistical Analysis; High Schools; Predictor Variables; Accountability + Suchen Sie Ihr Suchwort? Schuleffizienz; Unterdurchschnittliche Leistung; Bundesrecht; Bildungsrecht; Schulgesetz; Educational indicato; Bildungsindikator; Principal; Schulleiter; Messdaten; Schulbesuchsrate; Educational objective; Bildungsziel; Erziehungsziel; Statistische Analyse; High school; Oberschule; Prädiktor; Verantwortung
Abstract	The recent policy focus on the turnaround of persistently low-achieving schools has generated considerable debate about the reforms needed to dramatically and quickly increase school performance. The purpose of this article is not to focus on specific turnaround interventions, but rather on the identification of schools slated to receive these interventions. Results from the study of 1,059 public schools suggested that operational definitions that relied on No Child Left Behind Act of 2001 metrics overidentified high schools educating diverse populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10