Statistical Properties of Accountability Measures Based on ACT's Educational Planning and Assessment System. ACT Research Report Series, 2009-1

Autor/inn/en	Allen, Jeff; Bassiri, Dina; Noble, Julie
Institution	ACT, Inc.
Titel	Statistical Properties of Accountability Measures Based on ACT's Educational Planning and Assessment System. ACT Research Report Series, 2009-1
Quelle	(2009), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; High School Students; Accountability; Statistical Analysis; School Effectiveness; Teacher Effectiveness; Educational Planning; Enrollment; Poverty; Grade 8; Grade 10; Grade 11; Grade 12; School Readiness; Student Evaluation; Test Reliability; Higher Education + Suchen Sie Ihr Suchwort? Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Verantwortung; Statistische Analyse; Schuleffizienz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsplanung; Einschulung; Armut; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Readiness for school; School ability; Schulreife; Schulnote; Studentische Bewertung; Testreliabilität; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Educational accountability has grown substantially over the last decade, due in large part to the No Child Left Behind Act of 2001. Accordingly, educational researchers and policymakers are interested in the statistical properties of accountability models used for NCLB, such as status, improvement, and growth models; as well as others that are not currently used for NCLB, such as value-added models. This study examines the statistical properties of accountability measures that are based on ACT's Educational Planning and Assessment System (EPAS). Utilizing data on 1,019 high school cohorts and over 70,000 students with test scores from three time points (8th, 10th, and 11th/12th grades), different types of accountability measures are contrasted and key statistical properties are discussed--including reliability, associations with prior mean academic achievement and school contextual factors, and associations with college enrollment and retention rates. Our findings highlight how status, improvement, growth, and value-added models can lead to different conclusions about a school's effectiveness. Unlike status, improvement, and growth models, value-added models attempt to isolate and measure the school's effect on student's learning. Thus, value-added measures have smaller associations with prior mean academic achievement and, by extension, school contextual factors such as poverty level and proportion of racial/ethnic minority students. This study also highlights the need for reporting the statistical uncertainty about estimates of schools' effects so that results can be properly interpreted. Appended are: (1) States and Locales of High School Cohorts Studied; and (2) Projection Parameters from WSR Method for Projecting ACT Scores. (Contains 34 tables and 2 figures.) (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10