An Empirical Test of Oklahoma's A-F School Grades

Autor/inn/en	Adams, Curt M.; Forsyth, Patrick B.; Ware, Jordan; Mwavita, Mwarumba; Barnes, Laura L.; Khojasteb, Jam
Titel	An Empirical Test of Oklahoma's A-F School Grades
Quelle	In: Education Policy Analysis Archives, 24 (2016) 4, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Grading; Grades (Scholastic); Educational Quality; Educational Indicators; Scores; Academic Achievement; Statistical Significance; Achievement Gap; School Effectiveness; Lunch Programs; Minority Group Students; Accountability; Evaluation Criteria; Validity; Summative Evaluation; Computation; Elementary School Students; Middle School Students; Urban Schools; School Districts; Hierarchical Linear Modeling; Statistical Analysis; Oklahoma + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Notenspiegel; Quality of education; Bildungsqualität; Educational indicato; Bildungsindikator; Schulleistung; Schuleffizienz; Mittagessen; Verantwortung; Gültigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Statistische Analyse
Abstract	Oklahoma is one of 16 states electing to use an A-F letter grade as an indicator of school quality. On the surface, letter grades are an attractive policy instrument for school improvement; they are seemingly clear, simple, and easy to interpret. Evidence, however, on the use of letter grades as an instrument to rank and improve schools is scant at best. We address the gap in the literature by using student test scores to evaluate the use of Oklahoma's A-F grades as a school quality indicator. Achievement differences between letter grades were small and in most cases not statistically significant when student and school characteristics were held constant. School grades did not reveal large achievement gaps in the highest ranked schools. Additionally, free/reduced lunch and minority students in D and F schools outperformed peers in A and B schools. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01