K-12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California's Early Assessment Program

Autor/inn/en	Jackson, Jacob; Kurlaender, Michal
Titel	K-12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California's Early Assessment Program
Quelle	In: American Journal of Education, 122 (2016) 4, S.477-503 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/687273
Schlagwörter	Elementary Secondary Education; Postsecondary Education; Alignment (Education); College Readiness; Standardized Tests; High School Students; Accountability; Public Schools; High Schools; Program Effectiveness; Grade 11; Academic Achievement; Participation; Common Core State Standards; California + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Standadised tests; Standardisierter Test; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Verantwortung; Public school; Öffentliche Schule; School year 11; 11. Schuljahr; Schuljahr 11; Schulleistung; Teilnahme; Common core curriculum; Curriculum; Kerncurriculum; Kalifornien
Abstract	State K-12 assessments may soon include measures for college readiness, as California's already do. We seek to understand how California's Early Assessment Program (EAP, designed to assess high school juniors' college readiness in English and math) may have influenced overall school-level college readiness and state accountability outcomes. Using administrative data, we first examine variation in EAP participation across California's public high schools and what accounts for the variation in the early years of the program. Second, we ask whether different levels of EAP participation have influenced school outcomes. Finally, we ask whether the EAP has led to changes in schoolwide accountability measures by increasing eleventh-grade students' testing performance. We find that schools with higher participation in these aligned assessments witnessed small improvements on the state's primary accountability metric, but not through raising individual stakes for students. Results have important consequences for policymakers and education leaders designing and implementing Common Core State Standards with college-readiness assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01