Assessing U.S. Public School Quality: The Advantages of Combining Internal "Consumer Ratings" with External NCLB Ratings

Autor/in	Price, Heather E.
Titel	Assessing U.S. Public School Quality: The Advantages of Combining Internal "Consumer Ratings" with External NCLB Ratings
Quelle	In: Educational Policy, 30 (2016) 3, S.403-433 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904814551273
Schlagwörter	Public Schools; Educational Quality; Institutional Evaluation; Educational Environment; Longitudinal Studies; Report Cards; Evaluation Methods; Standardized Tests; Comparative Analysis; Self Evaluation (Groups); School Effectiveness; Educational Legislation; Federal Legislation; Accountability; Educational Policy; Surveys; Likert Scales; Wisconsin + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Berichtszeugnis; Standadised tests; Standardisierter Test; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Schuleffizienz; Bildungsrecht; Schulgesetz; Bundesrecht; Verantwortung; Politics of education; Bildungspolitik; Survey; Umfrage; Befragung; Likert-Skala
Abstract	The school quality assessment process under No Child Left Behind (NCLB) is criticized for oversimplifying and overemphasizing standardized test results and unfairly targeting diverse, urban schools. There has been much development in alternative test score evaluations, especially value-added models. These developments have tilted the public discourse away from the original discussion about how to best assess school quality. Although test scores are an important metric for learning, school quality embodies more than this external evaluation. Stakeholders are uniquely positioned to internally evaluate the school learning environment that is central to school quality. This study compares the external NCLB testing-based assessment to the internal stakeholder assessment using longitudinal data from Milwaukee's "School Climate Report Cards". Each tool is found to have scope limits and vulnerabilities to exogenous bias based on school and student-body characteristics. Combining both evaluations forms a broader assessment, reduces biases, and widens the evaluation of school quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01