Examining School Accountability: Discriminating Schools' A-F Report Card Grades

Autor/inn/en	Folger, Timothy D.; Roberts, Audrey Conway
Titel	Examining School Accountability: Discriminating Schools' A-F Report Card Grades
Quelle	In: Mid-Western Educational Researcher, 34 (2022) 3, S.295-316 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-3997
Schlagwörter	Accountability; Teacher Attitudes; Grades (Scholastic); Grading; Socioeconomic Influences; Barriers; Social Bias; Student Characteristics; Report Cards; Academic Achievement; Predictor Variables; Elementary Secondary Education; Ohio + Suchen Sie Ihr Suchwort? Verantwortung; Lehrerverhalten; Notenspiegel; Notengebung; Schulnote; Sozioökonomischer Faktor; Berichtszeugnis; Schulleistung; Prädiktor
Abstract	The COVID-19 pandemic disrupted many school accountability systems that rely on student-level achievement data. Many states encountered uncertainty about how to meet federal accountability requirements without typical school data. Prior research provides evidence that student achievement is correlated to students' social background, which raises concerns about the predictive bias of accountability systems. This mixed-methods study (a) examines the predictive ability of non-achievement-based variables (i.e., students' social background) on school districts' report card letter grade in Ohio, and (b) explores educators' perceptions of report card grades. Results suggest that social background and community demographic variables have a significant impact on measures of school accountability. (As Provided).
Anmerkungen	Mid-Western Educational Research Association. PO Box 702, Athens, OH 45701. Tel: 740-593-0880; e-mail: mwera.ed@gmail.com; e-mail: mwer1316@gmail.com; Web site: http://www.mwera.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01