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George Leckie; Richard Parker; Harvey Goldstein; Kate Tilling – Journal of Educational and Behavioral Statistics, 2024
School value-added models are widely applied to study, monitor, and hold schools to account for school differences in student learning. The traditional model is a mixed-effects linear regression of student current achievement on student prior achievement, background characteristics, and a school random intercept effect. The latter is referred to…
Descriptors: Academic Achievement, Value Added Models, Accountability, Institutional Characteristics
Ballou, Dale; Springer, Matthew G. – Education Finance and Policy, 2017
The No Child Left Behind Act (NCLB) has been criticized for encouraging schools to neglect students whose performance exceeds the proficiency threshold or lies so far below it that there is no reasonable prospect of closing the gap during the current year. We examine this hypothesis using longitudinal data from 2002-03 through 2005-06. Our…
Descriptors: Educational Legislation, Federal Legislation, Accountability, Achievement Gains
Klasik, Daniel; Hutt, Ethan L. – Journal of Higher Education, 2019
Recent trends in higher education (rising debt, school closures, increasing tuition) have increased interest in improving accountability and oversight in U.S. higher education beyond current accreditation practices. Common solutions include using quantitative measures like graduation and default rates to benchmark performance. Using historical…
Descriptors: Accreditation (Institutions), Educational Trends, Educational History, Comparative Analysis
Joy, Sunil; Arellano, Amber – Education Trust-Midwest, 2016
In Michigan, schools and educators are held accountable for performance more than ever before. Charter school authorizers--the entities responsible for opening and overseeing new and existing charter schools--face almost no accountability for their performance. In Michigan's current charter landscape, the enormous responsibility of authorizing has…
Descriptors: Accountability, Charter Schools, School Effectiveness, Quality Control
Romain, Julie Ann – ProQuest LLC, 2018
The United States has undergone a revamping of education standards in an effort to systematize rigorous learning standards across the country and prepare students to be college- and career-ready. In addition, new accountability requirements have been put in place to determine the effectiveness of the school leader. Certainly, educational reforms…
Descriptors: Principals, Leadership Styles, High Schools, Urban Schools
Wells, Lauren Louise – ProQuest LLC, 2018
The No Child Left Behind Act (NCLB) of 2002 emphasized holding schools accountable for student achievement and academic growth. Accountability was a continued focus as President Obama offered states Race to the Top funding if they included, among other changes, a focus on accountability and identifying low achieving schools. One Midwestern state…
Descriptors: Academic Achievement, Self Efficacy, Accountability, Reputation
Kelly, Christopher – ProQuest LLC, 2016
The purpose of this study was to examine the efforts of school districts in developing and sustaining their capacity to improve student achievement in response to increased accountability. The study sought to confirm what the research says regarding the role of the school district in influencing school improvement. While there is a significant…
Descriptors: Comparative Analysis, Case Studies, School Districts, School Role
Garrity, Kyle Matthew – ProQuest LLC, 2013
The guiding question for this qualitative study centered on what it means to be a principal in a high school that has been put on notice as a failure and labeled "Program Improvement" (PI). The evidence shed light on the unique challenges, role expectations, and varying social conditions faced by two female principals as they managed…
Descriptors: Principals, High Schools, Academic Failure, Educational Improvement
Perfetto, John Charles; Holland, Glenda; Davis, Rebecca; Fedynich, La Vonne – Journal of College Teaching & Learning, 2013
This study was conducted to determine the themes present in the context of high schools, to determine any significant differences in themes for high and low performing high schools, and to determine if significant differences were present for the same sample of high schools based on school size. An analysis of the content of mission statements…
Descriptors: Institutional Mission, High Schools, School Size, Comparative Analysis
Scherer, Ethan – RAND Corporation, 2014
It has long been thought that the United States education system is the great equalizer, lifting less advantaged children out of poverty and improving their chances for success in adulthood. The opportunity for economic and social mobility depends heavily, however, on access to high quality education. Recent research has raised concerns about…
Descriptors: Educational Change, Poverty, Academic Achievement, Accountability
Hochbein, Craig; Mitchell, Amanda M.; Pollio, Martin – NASSP Bulletin, 2013
The recent policy focus on the turnaround of persistently low-achieving schools has generated considerable debate about the reforms needed to dramatically and quickly increase school performance. The purpose of this article is not to focus on specific turnaround interventions, but rather on the identification of schools slated to receive these…
Descriptors: School Turnaround, School Effectiveness, Low Achievement, Intervention
Downs, Philip G. – ProQuest LLC, 2012
This study examines the impact of the school accountability laws "No Child Left Behind" and Indiana's Public Law 221 on Superintendents' perception of their relationship with the Teachers' Union Leader in their mandatory discussion meetings. Both school accountability laws contain provisions for the Indiana's Department of Education to…
Descriptors: Accountability, Educational Legislation, Federal Legislation, State Legislation
Thomas B. Fordham Institute, 2011
With the release of Ohio's state test score data each August, one recurring question is how well have the state's large sector of charter schools performed relative to their counterparts in traditional districts? The Thomas B. Fordham Institute commissioned Public Impact to conduct an analysis of the 2009-10 data in this report. Using public…
Descriptors: Urban Schools, Charter Schools, State Standards, Low Achievement
Mayer, Anysia; LeChasseur, Kimberly – Journal of Urban Learning, Teaching, and Research, 2013
Based on two years of extensive data collection in four urban elementary schools, this paper examines the role of principals in the implementation of the Together Initiative (TI), a school reform model for schools labeled low-performing per state accountability standards. The reform model aims to increase school autonomy from district mandates and…
Descriptors: Urban Schools, Elementary Schools, Principals, Administrator Role
Timmermans, Anneke C.; Bosker, Roel J.; Doolaard, Simone; de Wolf, Inge – Journal of Vocational Education and Training, 2012
This study investigates the possibilities of estimating value added as a performance indicator in senior secondary vocational education. Value added is interesting in this context because it is considered as a reliable tool for comparing the effectiveness of educational institutions. Although value added indicators have been developed since the…
Descriptors: School Effectiveness, Program Effectiveness, Educational Attainment, Vocational Education