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ERIC Number: ED227098
Record Type: RIE
Publication Date: 1982-Nov
Pages: 30
Abstractor: N/A
Reference Count: 0
Excellence and Equity in American Education.
Astin, Alexander W.
The "value-added" conception of excellence in education, unlike any traditional view, focuses on the ability of a school or college to affect its students favorably and equitably. It focuses on changes in the student from the beginning to the end of the educational program. The "value-added" approach would involve the testing of students entering a school or college for the first time to determine their entering levels of competence for purposes of counseling and course placement. These initial "pretest" scores would not only provide both students and teachers with information about the student's specific strengths and weaknesses, but they would also constitute a baseline against which to measure later student progress ("value-added"). Following the completion of appropriate courses or programs of study, the same or similar tests would be readministered to measure student growth. This approach, unlike traditional measures such as the reputational view, the resources view, or the outcomes view, promotes equity because it diverts attention away from mere acquisition of resources and focuses instead on their effective utilization. Any school is capable of attaining a significant degree of "excellence" through this method. (JM)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Commission on Excellence in Education (ED), Washington, DC.
Identifiers: National Commission on Excellence in Education; Value Added Model
Note: Paper presented at a Meeting of the National Commission on Excellence in Education (Washington, DC, November 14-15, 1982).