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ERIC Number: ED431849
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 23
Abstractor: N/A
Reference Count: N/A
School Performance Accountability in Minneapolis Public Schools.
Du, Yi; Heistad, Dave
This paper describes the accountability system of the Minneapolis Public Schools (Minnesota) and presents the indicators used in the system. It also provides a practical application of two value-added models in the evaluation of effective schools and teachers for this large urban school district. These models are used to rank schools and teachers on their effectiveness at improving student reading achievement and also used to evaluate the factors that contribute to teacher effectiveness. Data are raw normal curve equivalent (NCE) scores from the 1993 and 1994 California Achievement Tests for first and second graders in the Minneapolis schools. The findings from comparing the two models, one an analysis of covariance (ANCOVA) model and the other a hierarchical linear modeling (HLM) approach, show that the results from the two models, such as slope parameters, teachers' value-added values, and schools' value-added values, are nearly identical. Teacher accountability and school accountability can be addressed with the same value-added models. Using the value-added approach and controlling for student characteristics such as poverty, gender, race, special learning needs, and prior achievement, makes it possible to distinguish teacher instructional effects and school effectiveness from externals outside the influence of the teacher and school. (Contains 7 tables, 2 figures, and 12 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