ERIC Number: ED354261
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
School Accountability: Predictors and Indicators of Louisiana School Effectiveness.
Franklin, Bobby J.; Crone, Linda J.
The appropriateness and usefulness of indicators used on the Progress Profiles of the Louisiana State Department of Education were studied using data from 1,336 public regular education schools in Louisiana. Categorization variables considered included socioeconomic and demographic indicators and school size and type. School effectiveness indicators reported and evaluated are: (1) class size; (2) classes taught by certified teachers; (3) student dropouts; (4) student attendance; (5) students suspended and expelled; (6) American College Test (ACT) results; and (7) state criterion and norm-referenced test results. Student achievement among Louisiana schools was inversely related to the socioeconomic status of the student population, the percentage of students suspended, and the percentage of dropouts. Student achievement was directly related to percentage of student attendance and the percentage of classes taught by certified teachers. School size and type and class size appeared to have little direct impact on test scores, although school size was important in conjunction with other variables. Results suggest that, in Louisiana, large schools are not educationally effective for economically deprived students. In addition, teacher certification does not appear to have as great an impact as expected. ACT results do appear to accurately reflect education in Louisiana. An appendix contains 11 tables of study findings. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana