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ERIC Number: ED453258
Record Type: RIE
Publication Date: 2001-Apr-13
Pages: 18
Abstractor: N/A
The Long March: School Performance Goals and Progress Measures in State Accountability Systems.
Goertz, Margaret E.
This paper uses data collected from the 50 states in year 2000 by the Consortium for Policy Research in Education (CPRE) to describe how states are holding schools accountable for student performance. The data collection process focused on policies in place during the 1999-2000 school year. Profiles prepared from this data represent the policy status of each state at that time. These findings show the variety of ways in which states define and measure student and school performance for Title I and non-Title I schools. Students are classified in as many as five categories of performance. School performance levels and goals are determined by the expected level of student performance, the percentage of students within a school that must meet the state's standards, and the length of time given to reach those standards. School success in relation to those goals can also be defined in a number of ways, including reaching an absolute target, making progress, and narrowing the gap between the highest and lowest performers. The differences in state definitions and expectations has major implications for the design of federal Title I policy. Schools with comparable levels of performance could be identified as being in need of improvement in one state, and thus eligible for federal, state, and local resources, but not selected in another state. The criteria for identifying low-performing schools often interact with the level of resources available to assist these schools. A major question will be the degree to which federal goals can or should override flexibility in the design of state accountability systems. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). For a paper related to the same study, see TM 032 782.