ERIC Number: ED408300
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
The Relationship between Socioeconomic Characteristics and School-Level Performance Assessment Results.
Guskey, Thomas R.
The relationship between selected contextual and socioeconomic variables and school-level results from a statewide performance-based student assessment system was studied using the Kentucky Instructional Results Information System (KIRIS). KIRIS uses portfolios of student work, scores from on-demand assessments, and student performance on performance events in the areas of mathematics, science, social studies, arts and humanities, practical living, and vocational skills. Multiple regression analyses were conducted using data gathered over a 3-year period (1993-1995) from 49 schools in one school district. Results show that a single socioeconomic variable, the percent of students qualifying for free or reduced lunch benefits, explains a large portion of the variance in scores at all school levels. Contextual or socioeconomic indicators were not, however, predictive of improvements in scores from year to year. Although socioeconomic indicators explain much of the variation in elementary, middle, and high schools' levels of achievement, they do not explain the variation in score improvements made by schools in this district. Possible explanations for these results and school level differences are discussed, along with implications for performance-based student assessment systems. (Contains 5 tables and 21 reference.) (Author/SLD)
Descriptors: Academic Achievement, Achievement Tests, Educational Assessment, Elementary Secondary Education, Evaluation Methods, Low Income Groups, Performance Based Assessment, Portfolios (Background Materials), Poverty, Regression (Statistics), Scores, Socioeconomic Status, State Programs, Student Characteristics, Test Results, Testing Programs
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A