The stakes associated with student performance have been raised to new highs under the No Child Left Behind Act (NCLB, 2001). Many people are concerned with the adequacy and appropriateness of the statistical models used in identifying low-performing schools for educational accountability. The purpose of this study was to compare four generic types of accountability models (i.e., status models, improvement models, growth models, and value-added models) and see if they reach consistent/inconsistent conclusions regarding the effectiveness of the same set of schools. Further, the four models were also compared in terms of fairness. A fair model is defined as one that produces school effectiveness indices that have low correlations with various student background variables (Webster, Mendro, Orsak, & Weerasinghe, 1998). The sample included this study consisted of all 297 K-5 schools in Louisiana. The results indicate that (1) the school effectiveness indices produced by the status model, the improvement model, and the growth model diverged significantly from those produced by the value-added model but converged highly among themselves; and (2) the school effectiveness indices produced by the value-added model had the lowest correlation with various student background variables. The methodological and policy implications of these findings were discussed.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-06112007-225430 |
| Date | 12 June 2007 |
| Creators | Yu, Fen |
| Contributors | Eugene Kennedy, Charles Teddlie, Dianne Taylor, Kim MacGregor, Timothy Slack |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-06112007-225430/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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