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Direct linkWelch, Catherine J.; Dunbar, Stephen B. – Educational Measurement: Issues and Practice, 2020
The use of assessment results to inform school accountability relies on the assumption that the test design appropriately represents the content and cognitive emphasis reflected in the state's standards. Since the passage of the Every Student Succeeds Act and the certification of accountability assessments through federal peer review practices,…
Descriptors: Accountability, Test Construction, State Standards, Content Validity
Sarah Lindstrom Johnson; Ray E. Reichenberg; Kathan Shukla; Tracy E. Waasdorp; Catherine P. Bradshaw – Educational Measurement: Issues and Practice, 2019
The U.S. government has become increasingly focused on school climate, as recently evidenced by its inclusion as an accountability indicator in the Every Student Succeeds Act. Yet, there remains considerable variability in both conceptualizing and measuring school climate. To better inform the research and practice related to school climate and…
Descriptors: Item Response Theory, Educational Environment, Accountability, Educational Legislation
Camara, Wayne J.; Mattern, Krista; Croft, Michelle; Vispoel, Sara; Nichols, Paul – Educational Measurement: Issues and Practice, 2019
In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes.…
Descriptors: College Entrance Examinations, Accountability, Scores, Academic Achievement
Ho, Andrew D.; Lewis, Daniel M.; MacGregor Farris, Jason L. – Educational Measurement: Issues and Practice, 2009
States participating in the Growth Model Pilot Program reference individual student growth against "proficiency" cut scores that conform with the original No Child Left Behind Act (NCLB). Although achievement results from conventional NCLB models are also cut-score dependent, the functional relationships between cut-score location and…
Descriptors: Models, Longitudinal Studies, Academic Achievement, Pilot Projects
Dunn, Jennifer L.; Allen, Jessica – Educational Measurement: Issues and Practice, 2009
A key intent of the NCLB growth pilot is to reward low-status schools who are closing the gap to proficiency. In this article, we demonstrate that the capability of proposed models to identify those schools depends on how the growth model is incorporated into accountability decisions. Six pilot-approved growth models were applied to vertically…
Descriptors: Accountability, Federal Legislation, Educational Legislation, Pilot Projects
Betebenner, D. – Educational Measurement: Issues and Practice, 2009
Annual student achievement data derived from state assessment programs have led to widespread enthusiasm for statistical models suitable for longitudinal analysis. The current policy environment's adherence to high stakes accountability vis-a-vis No Child Left Behind (NCLB)'s universal proficiency mandate has fostered an impoverished view of what…
Descriptors: Academic Achievement, Longitudinal Studies, Models, Student Improvement
