ERIC Number: ED483411
Record Type: Non-Journal
Publication Date: 2004-Dec
Reference Count: 11
The Relationship between School Quality and the Probability of Passing Standards-Based High-Stakes Performance Assessments. CSE Technical Report 644
Goldschmidt, Pete; Martinez-Fernandez, Jose-Felipe
Center for Research on Evaluation Standards and Student Testing CRESST
We examine whether school quality affects passing the California High School Exit Exam (CAHSEE), which is a standards-based high-stakes performance assessment. We use 3-level hierarchical logistic and linear models to examine student probabilities of passing the CAHSEE to take advantage of the availability of student, teacher, and school level data. The indicators of school quality are the Academic Performance Index (API) and magnet school status. The results indicate that both indicators of quality improve the probability of passing the CAHSEE, even after accounting for individual student characteristics. Also, the effect of opportunity-to-learn increases with school quality the relationship between school quality and the probability of passing standards-based high-stakes performance assessments.
Descriptors: Student Characteristics, Educational Quality, High Stakes Tests, Magnet Schools, High Schools, Exit Examinations, School Effectiveness
Center for the Study of Evaluation (CSE)/National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 300 Charles E. Young Drive North, GSE&IS Bldg., 3rd Flr./Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Reports - Evaluative
Education Level: High Schools
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.