Thesis (M. Soc. Sc.)--University of Hong Kong, 1982.

Scores from value-added models (VAMs), as used for educational accountability, represent the educational effect teachers have on their students. The use of these scores in teacher evaluations for high-stakes decision making is new for the State of Florida. Validity evidence that supports or questions the use of these scores is critically needed. This research, using data from 2385 teachers from 104 schools in one school district in Florida, examined the validity of the value-added scores by correlating these scores with scores from an observational rubric used in the teacher evaluation process. The VAM scores also were examined in relation to several variables that the literature had identified as correlates of quality teaching as well as variables that were theoretically independent of teacher performance. The observational rubric used in the validation process was based on Marzano's and Danielson's framework and consisted of 34 items and five factors (Ability to Assess Instructional Needs, Plans and Delivers Instruction, Maintains a Student-Centered Learning Environment, Performs Professional Responsibilities, Engages in Continuous Improvement for Self and School). Analyses of the psychometric properties of the observational rubric using confirmatory factor analysis supported the fit of the five-factor structure underlying the rubric. Internal consistency reliabilities for the five observational scales and total score ranged from .81 to .96. The relationships between the observational rubric scores and VAM scores (with and without the standard error of measurement (SE) applied to the VAM score) were generally weak for the overall sample (range of correlations = .05 to .09 for the five observational scales and VAM with SE; .14 to .18 for the five observational scales and VAM without SE). Inspection of the relationship between the VAM and total observational scores within each of the 104 schools revealed that while some schools had a strong relationship, the majority of the schools revealed little to no relationship between the two measures that represent a quality/effective teacher. The last part of this research investigated the relationship of the VAM scores and scores from the observational rubric with variables that had been identified in the literature as correlates of quality teaching. In addition, relationships between variables that the literature had shown to be independent of quality teaching were also examined. Results indicated that VAM scores were not significantly related to any of the predictor variables (e.g., National Board Certification, years of experience, gender, etc.). The observational rubric, on the other hand, had significant relations with National Board Certification, years of experience, and gender. The validity evidence provided in this research calls for caution when using VAM scores in teacher evaluations for high-stakes decision making. The weak relations between the observational scores of teachers' performance and teachers' value-added scores suggest that these measures are representing different dimensions of the multidimensional construct of teaching quality. Ongoing research is needed to better understand the strengths and limitations of both the observational and VAM measures and the reasons why these measures do not often converge. In addition, teacher factors (e.g., grade level) that can account for variation in both the VAM and observational scores need to be identified.

Current accountability mechanisms create organizational opportunities and challenges for special education. This study was designed to conceptually validate an accountability-driven model for school reform that is responsive to the unique organizational context of special education, assessment needs of students with disabilities, and technical assistance needs of personnel who serve them. The Delphi technological forecasting procedure (Weatherman [and] Swenson, 1974) was used to gather expert opinion and develop consensus among 105 university-based and field-based experts from various disability categories in special education relative to which components (i.e., program activities, inputs, constraints, and outcomes) should be given priority in accountability-driven school reforms. An integrated model of accountability-driven school reform for students with disabilities was derived from the expert panel's responses using Borich and Jemelka's (1982) program modeling and decomposition. In this model, the priorities for program activities are classified into: (a) professional development (b) curricular/instructional responses, and (c) improving support for special education. As for inputs for these program activities, the priorities include (a) personnel--primarily teachers, (b) students and their families, (c) materials/techniques--primarily research, and (d) supports. Constraints that may considerably impact the implementation of accountability-driven school reform can be classified into (a) internal constraints which include school context, teacher attributes, and student attributes; and (b) external constraints which include political and social constraints. Lastly, the main outcomes of accountability-driven school reform are (a) student-related, (b) teacher-related, or (c) school-related. Findings of the Delphi study support the need for highly-qualified teams of general education teachers and special educators serving students with disabilities, a re-definition and expansion of research-based practice for special education, the valuing of special education expertise in accountability-driven school reforms, an informed school leadership to support special education, and for further consensus building to operationally define NCLB mandates. Implications for the re-authorization of NCLB, comprehensive school reforms for all students, and educational leadership responsive to special education are also discussed. / text

published_or_final_version / Education / Master / Master of Education

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 29, 2009). Thesis advisor: Richard L. Allington. Vita. Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1982. / Also available in print.

Thesis (Ph. D.)--University of Idaho, 2005. / Also available online in PDF format. Abstract. "April 2005." Includes bibliographical references (leaves 116-118).

All Texas school districts were examined to determine the relationship of district size and diversity to the accountability ratings of selected Texas school districts and the implications of including all data in the accountability rating system. Eight large districts and 12 small districts were matched demographically utilizing data from the 2003-2004 school year. Information from the Texas Education Agency was accessed over 2003-2004 and 2004-2005. The ratings were found to be lowered from Recognized to Academically Acceptable with the inclusion of these groups 6 out of 20 times. These findings indicate that the Texas accountability system, in its current structure, excludes certain students based upon race and economic status and is not in compliance with what the law intended. This study should be replicated on a larger scale to assess its validity for a larger sample of small districts. Equity among states should be examined to provide information for a nationwide accountability system.

The purpose of this 4-case study was to determine the significance of the effects of the recapture legislation in Texas upon the quality of schools as perceived by administrators in participating school districts, including those surrendering funds (Chapter 41) and those receiving funds (Chapter 42). The recapture provision requires districts above a designated level of property wealth to surrender excess funds to be appropriated to districts with property wealth below a designated level. The study solicited administrators’ perceptions in both district types as to whether the changes in funding have significantly affected the quality of their schools. Using University Scholastic League classifications as a guideline for size, 2 Chapter 41 districts, and 2 Chapter 42 districts, 1 small and 1 large of each type, were selected to participate. Variables included 5 indicators of schools quality that are repeatedly mentioned in literature concerning effective schools: curriculum, climate, leadership, facilities, and safety and security. A review of literature included the historical development of public school finance systems as well as studies of the effects of efforts to equalize funding upon both the financial health and academic performance of schools. A weak link or no link between funding systems and student performance or financial health was indicated. This study supported these conclusions with both Chapter 42 districts; however, there was a discrepancy between the perceptions of administrators in the two Chapter 41 districts, indicating a need for further study. The unique aspects of this study are that it solicited directly the perceptions of acting administrators and that it included administrators in districts receiving funds to determine how those funds are being used and whether they have a significant effect upon school quality.