How Much Do Test Scores Vary among School Districts? New Estimates Using Population Data, 2009-2015

Autor/inn/en	Fahle, Erin M.; Reardon, Sean F.
Titel	How Much Do Test Scores Vary among School Districts? New Estimates Using Population Data, 2009-2015
Quelle	In: Educational Researcher, 47 (2018) 4, S.221-234 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X18759524
Schlagwörter	School Districts; Scores; Academic Achievement; Population Groups; Evidence; Standardized Tests; Mathematics Achievement; Language Arts; Elementary School Students; Middle School Students; Public Schools; Annual Reports; Comparative Analysis; Trend Analysis; Hierarchical Linear Modeling; Correlation; Statistical Analysis + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Schulleistung; Evidenz; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Public school; Öffentliche Schule; Annual report; Tätigkeitsbericht; Trendanalyse; Korrelation; Statistische Analyse
Abstract	This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school district during the 2008-09 to 2014-15 school years, we estimate intraclass correlations (ICCs) as a measure of between-district variation. We characterize the variation in the ICCs across states as well as the patterns in the ICCs over subjects, grades, and cohorts. Further, we investigate the relationship between the ICCs and measures of racial and socioeconomic segregation. We find that between-district variation is greatest, on average, in states with high levels of both White-Black and economic segregation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01