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ERIC Number: ED474881
Record Type: Non-Journal
Publication Date: 2001-Jul-15
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessing the Definition of "Adequate Yearly Progress" in the House and Senate Education Bills.
Kane, Thomas J.; Staiger, Douglas O.; Geppert, Jeffrey
In 2001, the U.S. House of Representatives and U.S. Senate both passed education bills with tough school accountability provisions. Both bills require states to test all students in grades 3-8 within 3 years and to separately report performance of subgroups (including racial and ethnic subgroups) within each school. An important innovation in both bills is the definition of "adequate yearly progress." This paper evaluates the implications of these two pieces of legislation for schools in North Carolina and Texas, two states with rapid increases in test scores between 1994-99. Results indicate that both bills ignore the natural volatility in school test scores by requiring increases in a school's test performance each year. Virtually every school in North Carolina and Texas would have failed to achieve "adequate yearly progress" at least once between 1994-99 under either the House or the Senate bill. By making the achievement of "adequate yearly progress" contingent on the improvements of each and every subgroup of students in a school, both measures disadvantage schools containing more than one racial or ethnic group. Recommendations include: pool performance over multiple years, maintain state flexibility to define adequate yearly progress, and do not penalize racially diverse schools. (SM)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina; Texas