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ERIC Number: ED417211
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 81
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Development of a SASS 1993-94 School-Level Student Achievement Subfile: Using State Assessments and State NAEP. Feasibility Study. Working Paper Series.
Wu, Grace; Royal, Mark; McLaughlin, Don
The Schools and Staffing Survey (SASS) of the National Center for Education Statistics offers the most comprehensive picture available of elementary and secondary schools in the United States. The value of the SASS would be even greater if information on districts and schools could be related directly to student outcomes. A relatively inexpensive source of school-level achievement data is state assessment data. Through cooperation with the states that have such data, it is possible to develop an SASS student achievement subfile that adds an outcome dimension to the SASS and provides in-depth data for use by states in understanding the organizational factors that are associated with variation in their schools' achievement test scores. If a linkage were carried out in all possible states, state assessment data would be missing for only about one-third of the SASS public schools. To address questions about feasibility, power, accuracy, and generalizability of analyses that combine SASS data with state assessment data, a pilot study was undertaken that involved merging 1993-94 SASS data with state assessment data from selected states. Chapter 2 of this report describes the development of the pilot project, and chapter 3 presents results concerning the developed SASS student achievement measure and preliminary analyses of a model relating student achievement levels to student background characteristics and school attributes measured by the SASS. An appendix presents technical notes. (Contains 4 figures, 11 tables, and 27 references.) (SLD)
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: American Institutes for Research, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Schools and Staffing Survey (NCES)