ERIC Number: ED481814
Record Type: Non-Journal
Publication Date: 2003-Oct
Reference Count: N/A
What New "AYP" Information Tells Us about Schools, States, and Public Education.
Hall, Daria; Wiener, Ross; Carey, Kevin
This paper describes what new Adequate Yearly Progress (AYP) data can show about U.S. schools, states, and public education. All achievement data in this report are taken from school report cards available on state education agency web sites. Demographic data are taken from school report cards, school web sites, the U.S. Department of Educations Common Core of Data, and The Education Trusts Dispelling the Myth online data tool. As of 2003, every state must identify which schools are making AYP as defined by the No Child Left Behind Act of 2001. There are now consistent goals for student achievement that apply to all schools and all students in each state. Overall, the AYP system is identifying schools with massive achievement gaps. Many of these schools had been identified as successful by state accountability systems. The AYP system is recognizing the improvement of previously low performing schools. AYP results show that schools previously designated as needing improvement can improve and move off the list. The AYP system is recognizing schools that are successfully teaching all groups of students. Factors contributing to the number of schools identified as not making AYP in an individual state include: the size of the achievement gaps, distribution of low-performing students, participation rates, "n size," number of grades tested, and tests of statistical significance and confidence intervals. One factor that will not affect the number of schools on 2003's AYP lists is the rigor of state standards. (SM)
Descriptors: Academic Achievement, Accountability, Disadvantaged Youth, Educational Improvement, Elementary Secondary Education, Low Achievement, Poverty, Public Education, State Standards
Education Trust 1725 K Street, N.W., Suite 200, Washington, DC 20006. Web site: http://www.edtrust.org.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Education Trust, Washington, DC.
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001