Academic Productivity of Chicago Public Elementary Schools. Examining Productivity Series. A Technical Report.

Autor/inn/en	Bryk, Anthony S.; Thum, Yeow Meng; Easton, John Q.; Luppescu, Stuart
Institution	Consortium on Chicago School Research, IL.
Titel	Academic Productivity of Chicago Public Elementary Schools. Examining Productivity Series. A Technical Report.
Quelle	(1998), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Achievement Gains; Educational Change; Educational Trends; Elementary Education; Mathematics Achievement; Productivity; Profiles; Public Schools; Reading Achievement; Scores; Standardized Tests; Test Use; Trend Analysis; Urban Schools; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Achievement gain; Leistungssteigerung; Bildungsreform; Bildungsentwicklung; Elementarunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Produktivität; Charakterisierung; Profilanalyse; Public school; Öffentliche Schule; Leseleistung; Standadised tests; Standardisierter Test; Testanwendung; Trendanalyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Aspirations for the Chicago School Reform Act of 1988 and more recent accountability efforts for the central office indicate that the Chicago Public School (CPS) system needs a credible system for charting academic improvement. The annual systemwide reports of student test scores are crude and sometimes seriously biased indicators for making judgments about the productivity of individual schools. This report uses Iowa Tests of Basic Skills (ITBS) scores for all students in grades 2 through 8 from 1987 to 1996, data that represent 5- or 6-year trends, depending on the school, for student learning under reform. The report, which initiates the "Examining Productivity" series, details a series of weaknesses in the current CPS testing and reporting system, and develops an alternative approach, a school academic productivity profile to summarize the changes that have occurred in a school. The core of this approach entails estimating the value that a school adds to the learning of students taught in this school. In this initial report, the productivity profile is developed for each school and used to summarize trends in reading and mathematics achievement. Subsequent reports will use the same data to examine the performance of schools that have been especially effective. The new approach creates a new test score metric that allows researchers to take into account the different content used in the various ITBS forms to better compare results across time. Content-referenced scales for reading and mathematics are developed. The productivity profile is built of two basic pieces of information for each grade: the input status for that grade and the learning gain recorded for each grade. This reflects the value added to the learning of the school's students. Some specific recommendations are made to continue the development of the new testing and reporting system. These are: (1) alignment with CPS learning goals; (2) score reporting on a content-referenced scale; (3) a stable measurement ruler for assessing academic progress; (4) an accountability focus on the school's value added to student learning; and (5) an inclusive orientation. An appendix discusses estimating trends in school productivity. Attachments include the reading and mathematics rulers. (Contains 23 figures and 17 references.) (SLD)
Anmerkungen	Consortium on Chicago School Research, 1313 East 60th Street, Chicago, IL 60637.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC