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ERIC Number: ED414307
Record Type: Non-Journal
Publication Date: 1997-Jun-16
Pages: 16
Abstractor: N/A
Reference Count: N/A
Calculating and Reducing Errors Associated with the Evaluation of Adequate Yearly Progress.
Hill, Richard
In the Spring, 1996, issue of "CRESST Line," E. Baker and R. Linn commented that, in efforts to measure the progress of schools, "the fluctuations due to differences in the students themselves could conceal differences in instructional effects." This is particularly true in the context of the evaluation of adequate yearly progress required by Title I programs. This paper takes a typical system of measuring yearly progress and illustrates the truth of this assertion, and it describes alternatives that help distinguish schools that are truly improving from those that are not. Other purposes of the paper include: showing how typical sources of error can be determined; displaying typical sources from certain states for which Advanced Systems in Measurement and Evaluation, Inc. is the assessment contractor; and describing the amount of increase in error that is created by reporting data in terms of the percentage of students at various proficiency levels rather than a mean score. Models testing one or more grade levels in each year are examined. There is no question that if economics and politics support the solution, the best way to minimize standard errors is to increase the number of adequate grade levels being tested. Statistical analysis shows that sampling error will make it difficult to determine which schools are making adequate yearly progress and which are not. Even if just two grades are tested each year, the reduction in standard errors matches the model in which one grade per year is tested, but 3 years' data are used in both baseline and posttest. The latter model is inconvenient for several reasons, one of which is the need to wait 6 years before the first evaluation can be done. (Contains two tables.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I