Estimating School Effects with a State Testing Program Using Transition Matrices

Autor/inn/en	Tindal, Gerald; Nese, Joseph F. T.; Stevens, Joseph J.
Titel	Estimating School Effects with a State Testing Program Using Transition Matrices
Quelle	In: Educational Assessment, 22 (2017) 3, S.189-204 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2017.1344093
Schlagwörter	Testing Programs; Middle School Students; Models; State Standards; Standardized Tests; Academic Achievement; Matrices; Computation; Alternative Assessment; Accountability; Grade 6; Grade 7; Grade 8; Achievement Gains; Indexes; Statistical Analysis; Correlation; Change; Oregon + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Analogiemodell; Standadised tests; Standardisierter Test; Schulleistung; Matrizenrechnung; Verantwortung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Achievement gain; Leistungssteigerung; Indexdatei; Statistische Analyse; Korrelation; Wandel
Abstract	For the past decade, the accountability model associated with No Child Left Behind (NCLB) emphasized proficiency on end of year tests; with Every Student Succeeds Act (ESSA) the emphasis on proficiency within statewide testing programs, though now integrated with other measures of student learning, nevertheless remains a primary metric for reporting achievement. We examine transition over categories across two years for three cohorts of middle school students as one means for evaluating change. We document school effects for seven models by analyzing relations among them and comparing them to the actual change in movement across categories. We report moderate to high correlations across the transition models though they differed vastly in the (a) assumptions behind them, and (b) ranking of schools with actual transitions. The findings, therefore, need to be considered in the context of assumptions embodied in each transition model to adequately understand their worth in reporting school effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01