A Comparison between Value-Added School Estimates and Currently Used Metrics of School Accountability in California

Autor/in	Fagioli, Loris P.
Titel	A Comparison between Value-Added School Estimates and Currently Used Metrics of School Accountability in California
Quelle	In: Educational Assessment, Evaluation and Accountability, 26 (2014) 2, S.203-222 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-013-9183-9
Schlagwörter	Accountability; Achievement Gains; Measurement; Measurement Techniques; Benchmarking; Comparative Analysis; Educational Indicators; Federal Programs; Elementary Schools; Student Characteristics; Socioeconomic Background; Low Income Groups; Educational Policy; Models; Progress Monitoring; School Statistics; Data Analysis; School Districts; Academic Achievement; California + Suchen Sie Ihr Suchwort? Verantwortung; Achievement gain; Leistungssteigerung; Messverfahren; Messtechnik; Educational indicato; Bildungsindikator; Elementary school; Grundschule; Volksschule; Sozioökonomische Lage; Politics of education; Bildungspolitik; Analogiemodell; Auswertung; School district; Schulbezirk; Schulleistung; Kalifornien
Abstract	This study compared a value-added approach to school accountability to the currently used metrics of accountability in California of Adequate Yearly Progress (AYP) and Academic Performance Index (API). Five-year student panel data (N?=?53,733) from 29 elementary schools in a large California school district were used to address the research questions. Results show the strong relationship between AYP and API to student background measures. Schools with a majority of students from low socioeconomic background lagged far below schools from more affluent context. Results from the value-added approach however, showed a strongly diminished relationship to student background. Under this model, several schools from a low socioeconomic context can be seen as high achieving. Additionally, little evidence was found that high levels of student achievement negatively affect school value-added scores. Schools that enroll large proportions of advanced students, which often do not show positive growth across years are not penalized under a value-added approach. Recommendations for policy and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10