As Good as Advertised? Tracking Urban Student Progress through High School in an Environment of Accountability

Autor/in	Heilig, Julian Vasquez
Titel	As Good as Advertised? Tracking Urban Student Progress through High School in an Environment of Accountability
Quelle	In: American Secondary Education, 39 (2011) 3, S.17-41 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Urban Schools; Graduation Rate; Federal Legislation; Economically Disadvantaged; High Stakes Tests; Accountability; High School Students; Educational Legislation; Dropouts; Longitudinal Studies; Cohort Analysis; Inferences; Academic Achievement; Achievement Gains; Minority Group Students; Limited English Speaking; African American Students; Asian American Students; Hispanic American Students; White Students; Texas + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bundesrecht; Verantwortung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsrecht; Schulgesetz; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Inference; Inferenz; Schulleistung; Achievement gain; Leistungssteigerung; African Americans; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	No Child Left Behind's mandated high-stakes testing and accountability policies have pervaded districts and schools nationwide. To examine student progress and graduation in the midst of first generation Texas-style accountability, this study tracked individuals in a longitudinal dataset of over 45,000 high school students in the Houston Independent School District (HISD). Using descriptive cohort and inferential competing risk analyses, the study found evidence that student leavers were severely under-reported and graduation rates exaggerated. The majority of high school students in Houston actually failed to advance to graduation, and minority, LEP and economically disadvantaged students were disproportionately affected. An important question for the field, and the impending reauthorization of NCLB, is whether accountability policies are as good as advertised for urban schools. (Contains 9 tables and 1 figure.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10