Literaturnachweis - Detailanzeige
| Autor/inn/en | Camilli, Gregory; Vargas, Sadako |
|---|---|
| Titel | The Legend of the Large MCAS Gains of 2000-2001 |
| Quelle | In: Education Policy Analysis Archives, 14 (2006) 4, S.1-20 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1068-2341 |
| Schlagwörter | Educational Change; Validity; Grade 10; Accountability; Educational Policy; Academic Achievement; Educational Improvement; Mathematics Achievement; Massachusetts; Massachusetts Comprehensive Assessment System |
| Abstract | Issues related to student, teacher, and school accountability have been at the forefront of current educational policy initiatives. Recently, the state of Massachusetts has become a focal point in debate regarding the efficacy of highstakes accountability models based on an ostensibly large gain at 10th grade. This paper uses an IRT method for evaluating the validity of 10th grade performance gains from 2000 to 2001 on the Massachusetts Comprehensive Assessment System (MCAS) tests in English Language Arts (ELA) and mathematics. We conclude that a moderate gain was obtained in ELA and a small gain in mathematics. (Contains 6 tables, 3 figures, and 11 footnotes.) (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 | 2017/4/10 |
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