ERIC Number: ED441039
Record Type: Non-Journal
Publication Date: 2000-May
Reference Count: N/A
School-Level Correlates of Academic Achievement: Student Assessment Scores in SASS Public Schools. Research and Development Report.
McLaughlin, Donald; Drori, Gili
The Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics (NCES), offers the most comprehensive picture available of the education system in the United States. The aim of this study is to show the potential value of a linkage between SASS and data on student academic achievement. To achieve this aim, the study matched 1993-1994 SASS data with state reading and mathematics assessment scores for public schools in 20 states, adjusting for between-state differences in achievement scales by using the state-by-state component of the National Assessment of Educational Progress (NAEP). By combining data sources, school-level correlates of student achievement in a broad sample of U.S. schools were identified. The relationship between a variety of SASS school-level responses and average student assessment scores at the school level was modeled. This model, which was applied separately to public elementary (n=1,123), middle (n=496), and secondary (n=595) schools in the 20 states, related a variety of factors to average achievement. The general correlation of the organization of a school with academic performance can be partitioned into factors of school size, average class size, normative cohesion of staff, and teachers' sense of control in school affairs, each of which, other than school size, has multiple measures in the SASS. Three appendixes contain results from structural equation modeling, factors associated with school climate and achievement, and correlations between state reading assessment and NAEP reading school means. (Contains 66 references and 17 tables.) (SLD)
Descriptors: Academic Achievement, Class Size, Elementary Secondary Education, Institutional Characteristics, Mathematics Tests, National Surveys, Public Schools, Reading Tests, School Size, State Programs, Structural Equation Models, Teacher Attitudes, Testing Programs
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll free); Web site: http://nces.ed.gov.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)