When Science Counts as Much as Reading and Mathematics: An Examination of Differing State Accountability Policies

Autor/in	Judson, Eugene
Titel	When Science Counts as Much as Reading and Mathematics: An Examination of Differing State Accountability Policies
Quelle	In: Education Policy Analysis Archives, 20 (2012) 26, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Academic Achievement; Educational Indicators; Science Achievement; Accountability; Federal Programs; Educational Improvement; Mathematics Achievement; Reading Achievement; National Competency Tests; Elementary School Students; Middle School Students; Educational Legislation; Federal Legislation; Statistical Analysis; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Educational indicato; Bildungsindikator; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bildungsrecht; Schulgesetz; Bundesrecht; Statistische Analyse
Abstract	Although only results from mathematics and reading assessments are required to be used when Adequate Yearly Progress (AYP) of schools is calculated, some states have elected to include science achievement results either in their AYP calculations or as part of a separate dual accountability system. This study examined 2009 National Assessment for Educational Progress (NAEP) results based on how states use, or do not use, science in their accountability programs. Consideration was given to the idea that including science achievement might detract from efforts, and consequently results, in mathematics and reading. Results from both fourth- and eighth-grade data indicated that states choosing to use science in their accountability calculations did not lose ground in those other subjects. Fourth-grade data indicates that the states using science in their accountability programs additionally had significantly higher science achievement than the other states. (Contains 3 tables and 1 figure.) (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