Multilevel Linkages between State Standards, Teacher Standards, and Student Achievement: Testing External versus Internal Standards-Based Education Models

Autor/inn/en	Lee, Jaekyung; Liu, Xiaoyan; Amo, Laura Casey; Wang, Weichun Leilani
Titel	Multilevel Linkages between State Standards, Teacher Standards, and Student Achievement: Testing External versus Internal Standards-Based Education Models
Quelle	In: Educational Policy, 28 (2014) 6, S.780-811 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904813475708
Schlagwörter	State Standards; Academic Standards; Student Evaluation; Academic Achievement; Accountability; Mathematics Achievement; Reading Achievement; Grade 4; Grade 8; Hierarchical Linear Modeling; National Competency Tests; Scores; Correlation; Regression (Statistics); Educational Assessment; Item Response Theory; Teacher Evaluation; Early Childhood Longitudinal Survey; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Schulleistung; Verantwortung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Regression; Regressionsanalyse; Education; assessment; Bewertungssystem; Item-Response-Theorie; Teacher appraisal; Lehrerbeurteilung
Abstract	Drawing on national and state assessment datasets in reading and math, this study tested "external" versus "internal" standards-based education models. The goal was to understand whether and how student performance standards work in multilayered school systems under No Child Left Behind Act of 2001 (NCLB). Under the "external" model, states' common standards shape teachers' standards which, in turn, affect student achievement. Under the "internal" model, teacher standards are insulated from state standards but instead influenced by prior student achievement and background characteristics in classrooms. The study employed multilevel analysis and instrumental variable analysis with fixed effects. Findings provided support for the internal as opposed to the external model. The linkage between state standards and teacher standards was tenuous, whereas the linkage between teacher standards and student achievement was solid and reciprocal. Further, students' gender, race/ethnicity, and socioeconomic status (SES) had direct and/or indirect influences on teacher standards through achievement gaps. Implications for research and policy were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10