A Study of the Stability of School Effectiveness Measures across Grades and Subject Areas.

Autor/inn/en	Mandeville, Garrett K.; Anderson, Lorin W.
Titel	A Study of the Stability of School Effectiveness Measures across Grades and Subject Areas.
Quelle	(1986), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Rating; Achievement Tests; Age Differences; Elementary Education; Elementary School Mathematics; Elementary Schools; Evaluation Criteria; Evaluation Methods; Reading Achievement; Regression (Statistics); Research Methodology; Research Problems; School Effectiveness; Scores; Socioeconomic Influences; State Programs; Test Reliability; Testing Programs; Comprehensive Tests of Basic Skills + Suchen Sie Ihr Suchwort? Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement test; Testing; Test; Tests; Leistungsüberprüfung; Testdurchführung; Testen; Age; Difference; Age difference; Altersunterschied; Elementarunterricht; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Leseleistung; Regression; Regressionsanalyse; Research method; Forschungsmethode; Forschungskritik; Schuleffizienz; Sozioökonomischer Faktor; Regierungsprogramm; Testreliabilität
Abstract	School effectiveness indices (SEIs), based on regressing test performance onto earlier test performance and a socioeconomic status measure, were obtained for eight subject-grade combinations from 485 South Carolina elementary schools. The analysis involved school means based on longitudinally matched student data. Reading and mathematics achievement data were gathered from the South Carolina Basic Skills Assessment Program tests, the Comprehensive Tests of Basic Skills, and the Cognitive Skills Assessment Battery. Grades one through four were included. The resulting SEIs were found to be somewhat unstable across subject areas and very unstable across grades. Grade-to-grade correlations of the SEIs measuring mathematics performance, although small, were largely significant whereas those measuring reading performance were generally nonsignificant. This suggested that school effects may be more readily discernible in some subject areas than in others. Implications were drawn for effective schools research and for school incentive award systems based on student test performance. (Author/GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC