Stabilizing Subgroup Proficiency Results to Improve the Identification of Low-Performing Schools. Study Snapshot. REL 2023-001

Institution	Regional Educational Laboratory Mid-Atlantic (ED/IES); National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Mathematica
Titel	Stabilizing Subgroup Proficiency Results to Improve the Identification of Low-Performing Schools. Study Snapshot. REL 2023-001
Quelle	(2023), (1 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	At Risk Students; Low Achievement; Error of Measurement; Measurement Techniques; Bayesian Statistics; Hierarchical Linear Modeling; Accountability; Reliability; Elementary School Students; Middle School Students; High School Students; Academic Achievement; Mathematics Achievement; Language Arts; Low Income Students; Students with Disabilities; Minority Group Students; Racial Differences; Ethnicity; English Language Learners; Scores; Pennsylvania + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Messfehler; Messtechnik; Verantwortung; Reliabilität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Disability; Disabilities; Behinderung; Rassenunterschied; Ethnizität
Abstract	This Snapshot highlights key findings from a study that used Bayesian stabilization to improve the reliability (long-term stability) of subgroup proficiency measures that the Pennsylvania Department of Education (PDE) uses to identify schools for Targeted Support and Improvement (TSI) or Additional Targeted Support and Improvement (ATSI). The Every Student Succeeds Act requires states to designate schools with low-performing student subgroups for TSI or ATSI. Identifying the schools that most need support hinges on accountability data that reliably measure school performance. However, random differences between students' true abilities and their test scores--called measurement error--can obscure a school's true performance. [For the full report, see ED626539. For the appendixes, see ED626541.] (ERIC).
Anmerkungen	Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midatlantic/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01