An Analysis of State Report Cards on Schools Produced in Eight Eastern States.

Autor/inn/en	French, Russell L.; Bobbett, Gordon
Titel	An Analysis of State Report Cards on Schools Produced in Eight Eastern States.
Quelle	(1994), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Comparative Analysis; Educational Assessment; Educational Policy; Elementary Secondary Education; Evaluation Methods; Institutional Characteristics; Outcomes of Education; Performance; Policy Formation; Profiles; Standards; State Norms; State Programs; State Surveys; Statistical Analysis; Student Characteristics; Test Results; Test Use; Testing Programs + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Politische Betätigung; Charakterisierung; Profilanalyse; Standard; Regierungsprogramm; Statistische Analyse; Testanwendung
Abstract	While the publication of school report cards and profiles is common in a number of states, their contents and formats vary as they represent the concerns and initiatives of policymakers. Over the past several years, detailed analyses have been conducted of the report cards of southern and southeastern states. This report compared report cards and profiles currently in use in eight states in the eastern United States, from New England as far south as Maryland. Report cards and profiles submitted by the states were analyzed for: (1) measurements of student performance; (2) student outcomes reported and the reporting procedure; (3) student characteristics reported; (4) school and community factors presented; and (5) statistical procedures used in evaluating data. Findings, reported in each of these areas, indicate marked differences among contents and formats, with some commonalities. A number of states have established state standards for performance, usually based on achievement test results, and these are reported along with state and student characteristics. There is generally no attempt to determine relationships between student/school/community factors; rather, there is a tacit assumption that these variables affect academic outcomes. (Contains three tables.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC