Beyond Test Scores: "School Quality or Student Success" in State ESSA Plans

Autor/in	Portz, John
Titel	Beyond Test Scores: "School Quality or Student Success" in State ESSA Plans
Quelle	In: Teachers College Record, 123 (2021) 6, (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/016146812112300603
Schlagwörter	Educational Quality; Educational Legislation; Elementary Secondary Education; Federal Legislation; Accountability; Scores; State Policy; Regression (Statistics); Educational Indicators + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Bildungsrecht; Schulgesetz; Bundesrecht; Verantwortung; Regression; Regressionsanalyse; Educational indicato; Bildungsindikator
Abstract	Background: The federal Every Student Succeeds Act requires states to develop accountability measures in five indicator areas, including the new "school quality or student success" category. States also provide relative weights for each indicator. Research Questions: This new indicator is an opportunity to further develop multiple accountability measures beyond the common focus on test scores. How did states respond to this opportunity? Why did states respond differently? Research Design: A review of state ESSA plans is followed by regression analyses to help explain the different weights given by states to accountability indicators. Findings: The average weight assigned to this new indicator is 11% at the elementary level and 20% at the high school level. There is a strong preference for measures of student success rather than institution-based measures of school quality. States giving this indicator the greatest weight are most influenced by a tradition of policy liberalism and, to a lesser degree, NAEP scores. Conclusion: Most states are taking a limited and cautious approach to this new indicator. They continue an emphasis on test measures and assessing individual student performance. In a smaller number of states, there is a more significant movement toward the use of multiple accountability measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01