Inferring Adequate Yearly Progress of Schools from Student Achievement in Highly Mobile Communities

Autor/in	Offenberg, Robert M.
Titel	Inferring Adequate Yearly Progress of Schools from Student Achievement in Highly Mobile Communities
Quelle	In: Journal of Education for Students Placed at Risk, 9 (2004) 4, S.337-355 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Grade 1; Grade 4; Educational Change; Educational Improvement; Urban Schools; Student Mobility; Grades (Scholastic); Public Schools; Academic Achievement; Poverty; Community Characteristics + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Notenspiegel; Public school; Öffentliche Schule; Schulleistung; Armut
Abstract	Many attempts at educational reform, among them No Child Left Behind and a recent Philadelphia effort, assume that the quality of the educational programs being offered by schools can be inferred from the achievements of the children who attend them. This article explores the reasonableness of this assumption for Philadelphia public schools by following a cohort of students for 3 years after the completion of 1st grade, when most students would conclude 4th grade. It examines the rates of school-to-school mobility and exit from schools. Using a family of hierarchical models, it explores how 1st-grade report card marks predict the odds and character of within-district school-to-school transfers, and the odds of student exits from the public schools. The analyses then examine the effects of two 1st-grade school-community variables, a poverty index and a performance index, on the mobility of students. The study found high mobility prevalent in most schools. Moreover, combinations of student and school-community variables typically associated with the need for school improvement were present at schools with the highest mobility rates. The article concludes that a policy of inferring the success of school-based educational endeavors from school-level statistics can often be invalid in urban school districts due to student mobility, with the risk of error likely to be the greatest at the schools where reform is most needed and No Child Left Behind sanctions are most likely. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10