Informing or Shaping Public Opinion? The Influence of School Accountability Data Format on Public Perceptions of School Quality

Autor/inn/en	Jacobsen, Rebecca; Snyder, Jeffrey W.; Saultz, Andrew
Titel	Informing or Shaping Public Opinion? The Influence of School Accountability Data Format on Public Perceptions of School Quality
Quelle	In: American Journal of Education, 121 (2014) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/678136
Schlagwörter	Federal Legislation; Educational Legislation; Information Dissemination; Report Cards; Surveys; Public Opinion; Educational Quality; Public Policy; Public Education; Data Analysis; Educational Indicators; Performance Based Assessment; Grading; Performance Factors; Achievement; Scores; Satisfaction; Statistical Analysis; Institutional Evaluation; Elementary Schools; Secondary Schools + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Informationsverbreitung; Berichtszeugnis; Survey; Umfrage; Befragung; Öffentliche Meinung; Quality of education; Bildungsqualität; Öffentliche Ordnung; Öffentliche Erziehung; Auswertung; Educational indicato; Bildungsindikator; Leistungsermittlung; Notengebung; Schulnote; Leistungsindikator; Performance; Leistung; Zufriedenheit; Statistische Analyse; Elementary school; Grundschule; Volksschule; Sekundarschule
Abstract	The 2001 No Child Left Behind Act requires local education agencies to publicly disseminate school performance data. In response, districts and state departments of education have created "school report cards" that vary widely. While data dissemination policies can improve institutional legitimacy and ensure ongoing support, we suggest that the potential to diminish or undermine legitimacy also exists. Using data from a population-based survey experiment, we demonstrate that people assign significantly different meanings to some formats. We find that format influences not only the average rating individuals assign to schools with the same performance levels but also difference perceived among schools of varying performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10