Accountability Evaluation of Magnet School Programs: A Value-Added Model Approach.

Autor/inn/en	Adcock, Eugene P.; Phillips, Gary W.
Titel	Accountability Evaluation of Magnet School Programs: A Value-Added Model Approach.
Quelle	(2000), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability; Academic Achievement; Accountability; Elementary Education; Elementary School Students; Evaluation Methods; Magnet Schools; Program Evaluation; Selection + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Schulleistung; Verantwortung; Elementarunterricht; Programme evaluation; Programmevaluation; Auslese
Abstract	School district accountability efforts have been challenged to develop procedures that determine the effects of their programs on student achievement within the typical implementation setting (i.e., nonrandom student assignment to nested school within program placements). Disentangling program effects from contextual and participant factors involves strategic considerations for data, design, and analysis. This paper presents an application of a two-level student-program hierarchical linear modeling (HLM) procedure to examine value-added effects of the Prince George's County, Maryland, Magnet School Programs at improving student academic performance. Examples of data handling and preparation for multilevel analysis are provided. Results from this study were primary considerations in the district superintendent's decisions regarding the expansion, continuation, and elimination of particular magnet school programs. The main findings in the study were: (1) overall, elementary students in magnet programs perform better than nonmagnet students; (2) this outcome is largely due to the fact that more able students are self-selected for the magnet program; and (3) when student ability is accounted for in the evaluation design, students in magnet school programs do not perform as well as students in nonmagnet programs. This last finding was further confirmed using unadjusted data in which talented and gifted (TAG) students in magnet programs did not perform as well as TAG students in nonmagnet schools. Appendixes contain tables of target data and program variables and a discussion of the statistical underpinnings of the HLM models used. (Contains 4 figures and 10 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC