Download or read book State Growth Models for School Accountability written by Rolf K. Blank and published by . This book was released on 2010 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Council of Chief State School Officers (CCSSO) is working to respond to increased interest in the use of growth models for school accountability. Growth models are based on tracking change in individual student achievement scores over multiple years. While growth models have been used for decades in academic research and program evaluation, a wide cross section of policymakers at local, state, and national levels are now using different types of growth models. A total of 12 states are utilizing growth models that provide estimates of whether student achievement will meet Adequate Yearly Progress (AYP) state proficiency targets within three years. These models were designed to meet the requirements of the No Child Left Behind (NCLB) Act. In addition, 13 states have developed and implemented growth models as required by state policy; these models use different formulas to measure growth for students and schools. Finally, five states are reporting on growth under both NCLB and state policies. This paper is an overview and description of current state activities with growth models. Policymakers and educational leaders are also seeking more information on basic differences between various types of growth models and the assessments, data, and reporting systems necessary to implement them. CCSSO has developed an annual report and webpage focused on state accountability systems, and this paper provides a current snapshot of differences and similarities in growth models used by state education agencies. The present paper is one of CCSSO's recent efforts to provide information on this topic. (Contains 2 tables.).
Download or read book No Child Left Behind States Face Challenges Measuring Academic Growth That Education s Initiatives May Help Address written by and published by DIANE Publishing. This book was released on with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Practical Benefits of Growth Models for Accountability and the Limitations Under NCLB Policy Brief 9 Spring 2007 written by Pete Goldschmidt and published by . This book was released on 2007 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act of 2001 requires states to monitor student and school performance based on "adequate yearly progress" (AYP), which essentially is a count of the number of students meeting a specified target. States, many of which have a growing number of schools and school districts entering NCLB's "needs improvement" status, have urged the U.S. Department of Education to consider alternate ways to measure and report student progress because AYP disproportionately identifies certain schools as failing (Choi, Goldschmidt, & Yamashiro, 2005). Some researchers have predicted that by the 2013-2014 school year, nearly all schools and school districts will not meet AYP requirements, even many of America's highest achieving schools in affluent areas (Goldschmidt, 2006; Linn, 2005). In November 2005, U.S. Secretary of Education Margaret Spellings, announced a Growth Model Pilot program (U.S. Department of Education, 2006) to which states may submit alternative accountability models to monitor schools. As of February 2007, five states--Tennessee, North Carolina, Delaware, Arkansas, and Florida--have had their growth models approved for use in 2006-2007. Growth models are a different way to track student progress compared with current NCLB requirements that use AYP. This policy brief addresses the broader topic of education accountability models, or systems, describes both status and growth accountability models, and provides several policy recommendations. (Contains 5 figures and 4 notes.).
Download or read book A Practitioner s Guide to Growth Models written by Katherine Castellano and published by . This book was released on 2013-03-01 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Practitioner's Guide to Growth Models
Download or read book Guide to United States Department of Education Growth Model Pilot Program 2005 2008 written by Council of Chief State School Officers and published by . This book was released on 2009 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this document is to describe the US ED growth model pilot program from its inception to the point at which the program was no longer a pilot and was opened up to all states. In addition, the paper is designed to help states in the process of planning to submit a growth model proposal. The information in this document is mostly public information from a variety of sources. By pulling the facts and figures together and organizing them as they are in this document, states should find the paper valuable, as it will provide a rich source of information about what types of growth models have been approved, features of growth models that have been important in the program, and the impact the growth models have had on state's AYP calculations. This document summarizes activities related to the growth pilot study from the start of the pilot in 2005 to the end of 2008. Though US ED continues to encourage states to submit growth-based accountability proposals, this document includes only events and approved models through December 2008. The document summarizes which states submitted proposals and which were approved. The paper describes the principles around the growth pilot study and the extent to which approved models meet those principles. Furthermore, it lists growth model features and the extent to which those features vary across approved models. Finally, it summarizes how including growth into AYP calculations has impacted the states with approved growth models and highlights next steps for growth-based accountability. This document is organized around eight sections: (1) US ED pilot study events; (2) Requirements and guidance for growth-based accountability models; (3) Three basic growth model types approved by US ED; (4) General descriptions of submitted models; (5) Features of 11 approved growth models; (6) Summary of approved growth models and how the growth models are used in adequate yearly progress (AYP) calculations; (7) Impact of growth models on schools and districts; and (8) Conclusions and next steps in growth-based accountability models. (Contains 5 tables and 2 footnotes.) [This paper was commissioned by the CCSSO Accountability Systems and Reporting State Collaborative.].
Download or read book No Child Left Behind written by United States. Congress. House. Committee on Education and the Workforce and published by . This book was released on 2006 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Testing Teaching and Learning written by National Research Council and published by National Academies Press. This book was released on 1999-10-06 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Download or read book Models of Individual Growth and School Accountability written by Dongmei Li and published by . This book was released on 2007 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Use of Growth Models in School Accountability Systems Under the No Child Left Behind Act of 2001 written by Robin Rider Taylor and published by . This book was released on 2008 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Growth Model Comparison Study written by Bill Auty and published by . This book was released on 2012 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: School accountability is subject to considerable scrutiny. It generates sharp political debate, policy challenges, and continuous discussion. Growth models are now a part of that discussion. To many practitioners the sheer volume of "important to know" information is daunting. The members of the Technical Issues in Large Scale Assessment (TILSA) and Accountability Systems & Reporting (ASR) state collaboratives have recognized the challenge of communicating detailed, technically-oriented measurement issues. In response, these groups have produced a series of publications aimed at providing technical and non-technical users with practical guidance about growth models. This publication continues the series by summarizing the "Growth Model Comparison Study: Practical Implications of Alternative Models for Evaluating School Performance" conducted by Pete Goldschmidt, Kilchan Choi, and J.P. Beaudoin which implemented statistical growth models using real student data from four states. The study is important because it is the first designed to make it possible to see whether results are different or similar when (a) the same growth models are estimated in different states and (b) different models are estimated in the same state. As a summary, this document is intended to provide timely and comprehensible information for practitioners and other stakeholders who may not have a technical background in using assessment data for educational accountability. (Contains 1 table and 44 footnotes.) [This paper was prepared for and commissioned by the Technical Issues in Large Scale Assessment (TILSA) and Accountability Systems & Reporting (ASR) members of the system of State Collaboratives on Assessment and Student Standards (SCASS). It was written with the support of Charlene Tucker, Duncan MacQuarrie, and Doug Rindone and offers a summary of "Growth Model Comparison Study: Practical Implications of Alternative Models for Evaluating School Performance" (ED542761).].
Download or read book A Policy Analysis of the Federal Growth Model Pilot Program s Measures of School Performance written by Michael J. Weiss and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As test-based educational accountability has moved to the forefront of national and state education policy, so has the desire for better measures of school performance. No Child Left Behind's (NCLB) status and safe harbor measures have been criticized for being unfair and unreliable, respectively. In response to such criticism, in 2005 the federal government announced the Growth Model Pilot Program, which permits states to use "projection models" (a type of growth model) in their accountability systems. This article uses historical longitudinal data from a large school district to empirically show the inaccuracy of one state's projection model, to demonstrate how projection models are very similar to NCLB's original status measure, and to contrast projection models with value-added models. As policy makers debate the reauthorization of NCLB, this research can provide guidance on ways to improve the current measurement of school performance.
Download or read book Grading Education written by Richard Rothstein and published by Teachers College Press. This book was released on 2008-12-14 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Yes, we should hold public schools accountable for effectively spending the vast funds with which they have been entrusted. But accountability policies like No Child Left Behind, based exclusively on math and reading test scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish. Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education —basic knowledge and skills, critical thinking, an appreciation of the arts, physical and emotional health, and preparation for skilled employment —and then develop the means to measure and ensure schools’ success in achieving them. Grading Education describes a new kind of accountability plan for public education, one that relies on higher-quality testing, focuses on professional evaluation, and builds on capacities we already possess. This important resource: Describes the design of an alternative accountability system that would not corrupt education as does NCLB and its state testing systems Explains the original design of NAEP in the 1960s, and shows why it should be revived. Defines the broad goals of education, beyond math and reading test scores, and reports on surveys to confirm public and governmental support for such goals. Relates these broad goals of education to the desire for accountability in education.
Download or read book School Accountability written by Williamson M. Evers and published by Hoover Inst Press Publication. This book was released on 2002 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholars from history, economics, political science, and psychology describe the present state of school accountability, how it evolved, how it succeeded and failed, and how it can be improved. They review the history behind the ongoing conflict between educators and policymakers over accountability and testing, describe various accountability schemes, and analyze the costs of accountability. Case studies of three states with strong school systems compare how accountability works in practice. Evers is a research fellow at the Hoover Institution. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).
Download or read book No Child Left Behind Act written by United States Government Accountability Office and published by Createspace Independent Publishing Platform. This book was released on 2017-09-16 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and mathematics by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. The Chairman of the Committee on Education and the Workforce asked GAO to testify on its recent report on measuring academic growth. Specifically, this testimony discusses (1) how many states are using growth models and for what purposes, (2) how growth models can measure progress toward achieving key NCLBA goals, and (3) what challenges states face in using growth models especially to meet the law's key goals. While growth models may be defined as tracking the same students over time, GAO used a definition that also included tracking the performance of schools and groups of students. In comments on the report, Education
Download or read book A Cross Case Analysis of Growth Model Programs in Three States written by Jennifer L. Gardella and published by . This book was released on 2013 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Signed into Law on January 8, 2002, the 1,180 page No Child Left Behind Act (NCLB) shifted the course of public education in America. For the first time accountability was firmly placed at the center of school operations by requiring a systematic approach to achieving reform and improving all areas of school life (Wanker & Christie, 2005). As plans were quickly implemented to meet deadlines, strong opposition was voiced to the unfair way the primary requirement of Adequate Yearly Progress (AYP), was to be measured. Using a status model, success was measured by using a snapshot of educational progress compared to a predetermined goal or dissimilar group of students. Credit could not be earned for progress of non-proficient students. In response, educational researchers have introduced growth modeling as a way to give credit to schools and districts when students make progress on standardized tests yet remain below the proficient mark (Andrejki, 2004; Callender, 2004; Hull, 2008). In December 2005, the United States Department of Education opened a pilot project allowing states to apply to use growth modeling in NCLB accountability plans (United States Department of Education, 2005). This dissertation research examines the implementation of a growth model program in three states: Delaware, Iowa and North Carolina. These states were chosen for their differences on a multitude of factors to provide a rich description of growth model implementation. Using qualitative research techniques the decisions, implementation, data use, and statistical considerations were examined. The findings reveal substantial information on the growth model implementation process with three significant themes emerging from the data. Stakeholders played a significant role in each step of the process at varying degrees in each state. The involvement of stakeholders was found to be important when making decisions and also to garner support for each program. Reporting results to stakeholders was a central piece of each state plan. Lastly, in all three states policy makers and technology efforts saw the benefit of working together to ensure that business rules were possible to implement and the results understandable. The research contributes a rich description of real-world growth model implementation experiences in state level NCLB accountability plans to three important bodies of academic literature: No Child Left Behind, Growth Modeling, and Policy Implementation. Additionally, the discoveries start a guide for educational leaders to evaluate when deciding to add the statistical procedures into NCLB accountability plans.
Download or read book Report to the Illinois General Assembly written by Illinois Task Force on Growth Models and published by . This book was released on 2007 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Child Left Behind Act written by Marnie S. Shaul and published by . This book was released on 2006 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and math by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. To determine the extent that growth models were consistent with NCLBA's goals, the U.S. Government Accountability Office (GAO) assessed: (1) the extent that states have used growth models to measure academic achievement; (2) the extent that growth models can measure progress in achieving key NCLBA goals; and (3) the challenges states may face in using growth models to meet adequate yearly progress (AYP) requirements and how the Department of Education (Education) is assisting the states. To obtain this information, a national survey and site visits to 4 states was conducted. While growth models are typically defined as tracking the same students over time, GAO used a definition that also included tracking schools and groups of students. In comments, Education said that this definition could be confusing. GAO used this definition of growth to reflect the variety of approaches states were taking. Appended are: (1) Scope and Methodology; (2) Selected Data from GAO's Survey of States' Use or Consideration of Growth Models; (3) Comments from the Department of Education; and (4) GAO Contract and Staff Acknowledgments. (Contains 8 tables and 11 figures.) [This document was produced by the U.S. Government Accountability Office.].
