A New Framework for Identifying At-Risk Students in Public Schools. Working Paper No. 261-0122

Autor/inn/en	Fazlul, Ishtiaque; Koedel, Cory; Parsons, Eric
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	A New Framework for Identifying At-Risk Students in Public Schools. Working Paper No. 261-0122
Quelle	(2022), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	At Risk Students; Public Schools; Elementary Secondary Education; Low Income Students; Socioeconomic Status; English Language Learners; Students with Disabilities; Special Needs Students; Poverty; Disadvantaged Youth; Measurement Techniques; Academic Achievement; Standardized Tests; Educational Policy; Achievement Gap; Minority Group Students; Missouri; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Armut; Benachteiligter Jugendlicher; Messtechnik; Schulleistung; Standadised tests; Standardisierter Test; Politics of education; Bildungspolitik
Abstract	We develop a new framework for identifying at-risk students in public schools. Our framework has two fundamental advantages over "status quo" systems: (1) it is based on a clear definition of what it means for a student to be at risk and (2) it leverages states' rich administrative data systems to produce more informative risk measures. Our framework is more effective than common alternatives at identifying students who are at risk of low academic performance and we use policy simulations to show that it can be used to target resources toward these students more efficiently. It also offers several other benefits relative to "status quo" systems. We provide an alternative approach to risk measurement that states can use to inform funding, accountability, and other policies, rather than continuing to rely on broad categories tied to the nebulous concept of "disadvantage." (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01