Journal ArticleDOI
Stability of School-Building Accountability Scores and Gains
Robert L. Linn,Carolyn A. Haug +1 more
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A number of states have school-building accountability systems that rely on comparisons of achievement from one year to the next as mentioned in this paper, and improvement of the performance of schools is judged by changes in t...Abstract:
A number of states have school-building accountability systems that rely on comparisons of achievement from one year to the next. Improvement of the performance of schools is judged by changes in t...read more
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Journal ArticleDOI
Evidence-Based Education Policies: Transforming Educational Practice and Research
TL;DR: The authors discusses the promise and pitfalls of randomized and rigorously matched experiments as a basis for policy and practice in education and concludes that a focus on rigorous experiments evaluating replicable programs and practices is essential to build confidence in educational research among policymakers and educators.
Journal ArticleDOI
Wanted: A National Teacher Supply Policy for Education: The Right Way To Meet the "Highly Qualified Teacher" Challenge.
Linda Darling-Hammond,Gary Sykes +1 more
TL;DR: In this article, the authors argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences.
Journal ArticleDOI
Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001:
TL;DR: The No Child Left Behind Act of 2001 substantially increases the testing requirements for states and sets demanding accountability standards for schools, districts, and states with measurable adequate yearly progress (AYP) objectives for all students and subgroups of students defined by socioeconomic background, race-ethnicity, English language proficiency, and disability as discussed by the authors.
Journal ArticleDOI
School leadership and student achievement: the mediating effects of teacher beliefs
John A. Ross,Peter Gray +1 more
TL;DR: In this paper, the authors tested a model hypothesizing that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity, and found that schools with higher levels of transformational leadership had higher collective teacher efficacy, greater teacher commitment to school mission, school community, and school community partnerships, and higher student achievement.
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Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity
James Kim,Gail L. Sunderman +1 more
TL;DR: In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meeting the federal adequate yearly progress requirements, and the differences arise both from the selection bias inherent in using mean proficiency scores and from rules that require students in racially diverse schools to meet multiple performance targets.
References
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Journal ArticleDOI
How we should measure "change": Or should we?
Lee J. Cronbach,Lita Furby +1 more
TL;DR: In this article, the Tucker-Damarin-Messick procedure is extended to obtain more precise estimates, and an alternative to the TuckerDamarinMessick Procedure is offered, which solves research and personneldecision problems without estimation of change scores for individuals.
Journal ArticleDOI
Demonstrating the reliability the difference score in the measurement of change
David Rogosa,John B. Willett +1 more
TL;DR: In this article, the reliability of the difference score has been investigated in the measurement of change and it has been shown that it is reliable in many important situations, such as when individual differences in true change do not exist.
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The Determination of the Significance of Change Between Pre- and Posttesting Periods
Robert L. Linn,Jeffrey A. Slinde +1 more
TL;DR: In this paper, the authors review some of the major issues that arise in the measurement of change and where possible, alternative approaches are discussed and conclude with a section on accountability systems based on student achievement.
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Volatility in School Test Scores: Implications for Test-Based Accountability Systems
TL;DR: In this paper, the authors highlight an under-appreciated weakness of school accountability systems, the volatility of test score measures, and explore the implications of that volatility for the design of accountability systems.
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Generalizability analysis for performance assessments of student achievement or school effectiveness
TL;DR: In this paper, the authors find that the variance component interpreted as pupil x task interaction actually arises from instability in pupil performance and that pupils are nested in classes and schools, and that whether to treat the population of a school's pupils as infinite or as limited to the student body assessed also requires careful consideration.