1. A-F report card : Oklahoma school grades : hiding 'poor achievement'
- Author
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Oklahoma Center for Education Policy.; Oklahoma State University. Center for Educational Research and Evaluation.; Adams, Curt M.; Dollarhide, Ellen A.; Forsyth, Patrick B.; Miskell, Ryan C.; Ware, Jordan K.; Barnes, Laura L. B.; Khojasteh, Jam.; Mwavita, Mwarumba.; Linn, Robert., Oklahoma Center for Education Policy.; Oklahoma State University. Center for Educational Research and Evaluation.; Adams, Curt M.; Dollarhide, Ellen A.; Forsyth, Patrick B.; Miskell, Ryan C.; Ware, Jordan K.; Barnes, Laura L. B.; Khojasteh, Jam.; Mwavita, Mwarumba.; Linn, Robert., Oklahoma Center for Education Policy.; Oklahoma State University. Center for Educational Research and Evaluation.; Adams, Curt M.; Dollarhide, Ellen A.; Forsyth, Patrick B.; Miskell, Ryan C.; Ware, Jordan K.; Barnes, Laura L. B.; Khojasteh, Jam.; Mwavita, Mwarumba.; Linn, Robert., and Oklahoma Center for Education Policy.; Oklahoma State University. Center for Educational Research and Evaluation.; Adams, Curt M.; Dollarhide, Ellen A.; Forsyth, Patrick B.; Miskell, Ryan C.; Ware, Jordan K.; Barnes, Laura L. B.; Khojasteh, Jam.; Mwavita, Mwarumba.; Linn, Robert.
- Abstract
SYSTEM WEAKNESSES: CONCEPTUAL, MEASUREMENT, & USE On the face of it, what is wrong with using letter grades to measure school performance? A persuasive case can be made, even before an empirical demonstration is mounted, that the accountability approach taken by the State of Oklahoma is not reasonable. Here’s why. While basing the letter grade solely on student test performance and like indicators, the A-F policy ignores the fact that most achievement variation exists within schools not across schools. Standardized test scores used to measure outcomes of school and teacher performance are in fact mediated and moderated by individual student differences, family characteristics, and school contextual differences. The most strident research claims for school effects on student academic performance are based on findings that consistently fall below 30 percent; in other words, no more than 30 percent of the variation in student achievement is due to a school and its teachers (Linn & Haug, 2002). That means that over 70 percent of school variance is an indicator of non-school conditions.
- Published
- 2013