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ERIC Number: ED454253
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 37
Abstractor: N/A
Reference Count: N/A
The Impact of Unlike Indicators on the Level of School Effectiveness Status over Time: Comparisons of Schools in Two States.
Freeman, John A.; Sweatt, Owen
This paper revisited the findings of a study of school effectiveness changes by J. Gray and others (1995) and compared them to findings from two other studies, one by J. Freeman and C. Teddlie (1996) and the other conducted for this report. In the study by Gray and others, the researchers used data from three cohorts of secondary school students in Great Britain. The outcome measure was a national examination. Complete data were obtained for 7,829 students from 30 different schools. In the study by Freeman and Teddlie, the school effectiveness indicator was established by using a regression model using a composite student achievement score as a criterion variable and two predictor variables, student socioeconomic status and community type. Data were obtained for 634 students. In the current study, Scholastic Assessment Test scores from each school were used as indicators of school effectiveness. There were many differences among these studies, but some conclusions can be drawn from the results. The range of percentages for schools that change, as predicted by Gray and others, one-fifth to one-fourth, with roughly half improving and half declining, was similar to that found for the other two studies, strengthening the notion that in a given set of schools, it is predictable how many will be changing. Differences do suggest that the criteria and methods for establishing school effectiveness indicators will result in unlike results. All three studies suggest that less than 20% of schools will improve over time, and it would be rare that a school would move from the bottom quarter to the top over a 3-year period. All three studies also suggest that 20% of schools decline over time. A close look at the school effectiveness indicators suggests that, while the majority of schools remain stable in effectiveness levels over time, this is not a linear process but one that had fluctuations over time. The study also suggests that the schools in Alabama, although involved in a statewide accountability program, were not improving at a greater rate than schools in the other studies that were not involved in an accountability/improvement program. An appendix contains an excerpt from the Alabama Administrative Code. (Contains 63 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
Identifiers - Location: Alabama; United Kingdom (Great Britain)