A Statistical Approach to Identifying Schools Demonstrating Substantial Improvement in Student Learning

Autor/inn/en	Meyers, Coby; Lindsay, Jim; Condon, Chris; Wan, Yinmei
Titel	A Statistical Approach to Identifying Schools Demonstrating Substantial Improvement in Student Learning
Quelle	In: Journal of Education for Students Placed at Risk, 17 (2012) 1-2, S.70-91 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2012.636703
Schlagwörter	Academic Achievement; School Turnaround; Public Schools; Educational Improvement; Statistical Analysis; Identification; Evaluation Criteria; Minnesota + Suchen Sie Ihr Suchwort? Schulleistung; Public school; Öffentliche Schule; Teaching improvement; Unterrichtsentwicklung; Statistische Analyse; Identifikation; Identifizierung
Abstract	The rising tide behind the school turnaround movement is significant, as national education leaders continue to call for the rapid improvement of the nation's lowest-performing schools. To date, little work has been done to identify schools that are drastically improving their performance. Using publically available school-level student achievement data from Minnesota, we begin to detail the statistical and practical steps necessary to identify schools rapidly improving their performance. (Contains 3 tables, 3 figures and 15 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10