Using Promotion Power to Identify the Effectiveness of Public High Schools in the District of Columbia. REL 2021-098

Autor/inn/en	Gross, Max; Shiferaw, Menbere; Deutsch, Jonah; Gill, Brian
Institution	National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Regional Educational Laboratory Mid-Atlantic (ED); Mathematica
Titel	Using Promotion Power to Identify the Effectiveness of Public High Schools in the District of Columbia. REL 2021-098
Quelle	(2021), (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; High Schools; School Effectiveness; Student Characteristics; Student Promotion; Accountability; College Readiness; Career Readiness; High School Graduates; College Attendance; Academic Achievement; College Entrance Examinations; Graduation Rate; Enrollment Rate; Grade 8; Outcomes of Education; Standardized Tests; Scores; District of Columbia; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; High school; Oberschule; Schuleffizienz; Support of studies; Studienförderung; Verantwortung; High schools; Graduate; Graduates; Absolvent; Absolventin; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Schulleistung; Aufnahmeprüfung; School year 08; 8. Schuljahr; Schuljahr 08; Lernleistung; Schulerfolg; Standadised tests; Standardisierter Test
Abstract	This study estimated the promotion power of public high schools in the District of Columbia. Promotion power is a measure of school effectiveness that distinguishes a school's contributions to student outcomes from the contributions of the background characteristics of the students it serves. Promotion power scores are distinct from status measures such as graduation rate and college enrollment rate because they account for prior student achievement and other student background characteristics in measuring schools' contributions. They complement value-added measures by using similar methods to examine additional, longer-term outcomes. The study found wide variation in high schools' promotion power for college-ready SAT scores, high school graduation, and college enrollment. Schools with high promotion power for high school graduation were also more likely to have high promotion power for college enrollment. Student background characteristics were less strongly related to promotion power scores than to status measures, suggesting that high schools serving differing student populations can show strong promotion power. [For the Study Snapshot, see ED614578. For the appendixes, see ED614581.] (As Provided).
Anmerkungen	Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midatlantic/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01