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ERIC Number: ED413363
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 12
Abstractor: N/A
Reference Count: N/A
System Performance at the District Level: Demographics and Student Achievement.
Yap, Kim O.
This paper describes an evaluation strategy designed to assess the efficacy of an education system at the district level. The strategy provides a measure of accountability that takes into account the potential effects of demographic variables. The study focused on Bellevue Public Schools (Washington), a medium-sized district near Seattle with an enrollment of 15,000 students. National, regional, and district data files were merged to form a database for aggregation and analysis. A correlational analysis was performed to identify demographic variables related to student achievement measures. Then, variables shown to be related to student achievement were included in a multiple regression analysis to assess the extent to which these demographic variables affect achievement and to construct a composite index of their impact. Third, the composite index was used to cluster school districts that were demographically similar to provide a basis for comparison. Variables shown to be related to student achievement at the district level included percentages of students from ethnic minorities, in special education, below the poverty level, in bilingual programs, or in compensatory reading programs. When the Bellevue district was compared with other Washington districts it most closely resembled, students in Bellevue consistently showed a higher level of achievement than the state average. This evaluation strategy provides a way of assessing the efficacy of the education system at the district level. It provides a measure of accountability that is more comprehensive and systemic than the evaluation of an isolated or categorical program. (Contains five tables and four references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A