Evaluating Rural Progress in Mathematics Achievement: Threats to the Validity of "Adequate Yearly Progress"

Autor/in	Lee, Jaekyung
Titel	Evaluating Rural Progress in Mathematics Achievement: Threats to the Validity of "Adequate Yearly Progress"
Quelle	In: Journal of Research in Rural Education, 18 (2003) 2, S.67-77 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Rural Schools; Educational Improvement; Mathematics Achievement; Rural Education; Robustness (Statistics); Construct Validity; Educational Assessment; Educational Indicators; Achievement Gains; Accountability; Standard Setting (Scoring); Federal Programs + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching improvement; Unterrichtsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ländliche Erwachsenenbildung; Widerstandsfähigkeit; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Achievement gain; Leistungssteigerung; Verantwortung; Bewertungsskala
Abstract	This article examines major threats to the validity of Adequate Yearly Progress (AYP) in the context of rural schools. Although rural students and their schools made significant academic progress in the past on national and state assessments, the current goal of AYP turns out to be highly unrealistic for them unless states set far lower achievement levels than those of the national assessment, NAEP. The current estimate of school AYP measures also turns out to be highly unreliable for small, rural schools, and using a uniform averaging procedure with multiple years of data would have only limited effects on stabilizing the measures. Finally, the current AYP formula that sets a uniform performance target for every school regardless of its initial performance status can unduly overidentify disadvantaged rural schools in needs of improvement. Policy implications of the findings and possible ways to control those threats are discussed. (Contains 3 footnotes, 3 tables, and 5 figures.) (Author).
Anmerkungen	College of Education and Human Development. 5766 Shibles Hall, University of Maine, Orono, ME 04469. Tel: 207-581-2761; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10