State Growth Models for School Accountability: Progress on Development and Reporting Measures of Student Growth

Autor/in	Blank, Rolf K.
Institution	Council of Chief State School Officers
Titel	State Growth Models for School Accountability: Progress on Development and Reporting Measures of Student Growth
Quelle	(2010), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Government; State Departments of Education; Academic Achievement; Achievement Gains; Models; Longitudinal Studies; Educational Indicators; Accountability; Program Evaluation; Evaluation Methods; Differences; Federal Legislation; Alaska; Arizona; Arkansas; Colorado; Connecticut; Delaware; Florida; Indiana; Iowa; Massachusetts; Michigan; Minnesota; Mississippi; Missouri; New Hampshire; North Carolina; Ohio; Oregon; Pennsylvania; Tennessee; Texas; Utah + Suchen Sie Ihr Suchwort? Bund-Länder-Beziehung; Kultusministerium; Schulleistung; Achievement gain; Leistungssteigerung; Analogiemodell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Educational indicato; Bildungsindikator; Verantwortung; Programme evaluation; Programmevaluation; Unterscheiden; Bundesrecht; Master-Studiengang
Abstract	The Council of Chief State School Officers (CCSSO) is working to respond to increased interest in the use of growth models for school accountability. Growth models are based on tracking change in individual student achievement scores over multiple years. While growth models have been used for decades in academic research and program evaluation, a wide cross section of policymakers at local, state, and national levels are now using different types of growth models. A total of 12 states are utilizing growth models that provide estimates of whether student achievement will meet Adequate Yearly Progress (AYP) state proficiency targets within three years. These models were designed to meet the requirements of the No Child Left Behind (NCLB) Act. In addition, 13 states have developed and implemented growth models as required by state policy; these models use different formulas to measure growth for students and schools. Finally, five states are reporting on growth under both NCLB and state policies. This paper is an overview and description of current state activities with growth models. Policymakers and educational leaders are also seeking more information on basic differences between various types of growth models and the assessments, data, and reporting systems necessary to implement them. CCSSO has developed an annual report and webpage focused on state accountability systems, and this paper provides a current snapshot of differences and similarities in growth models used by state education agencies. The present paper is one of CCSSO's recent efforts to provide information on this topic. (Contains 2 tables.) (ERIC).
Anmerkungen	Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001. Tel: 202-336-7016; Fax: 202-408-8072; e-mail: pubs@ccsso.org; Web site: http://www.ccsso.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10