ERIC Number: ED468491
Record Type: Non-Journal
Publication Date: 2000-Apr-21
Reference Count: N/A
Educational Reform in the Accountability Era: The Impact of Prior Achievement and Socio-Economic Conditions on Academic Performance.
Dossett, Dena; Munoz, Marco A.
The conceptualization of equity as student learning and accountability as testing performance provided the theoretical framework for this study. The purpose of this analysis was to explore the relevance of school and social variables on student performance across 4 years in a school district in Kentucky. Multiple regression analyses were used to identify the strongest predictors of student achievement for 133 students. Prior academic year achievement was found to be the strongest predictor of educational outcomes. Socioeconomic status was also found to be an important variable explaining student achievement. Overall, findings indicated that schools pattern of achievement is a major determinant of their performance, and it is an issue that needs to be addressed by policy makers. (Contains 6 tables and 31 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky