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ERIC Number: EJ1084111
Record Type: Journal
Publication Date: 2015-Nov-16
Pages: 25
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: EISSN-1068 2341
Investigating the Relationship between School Level Accountability Practices and Science Achievement
Gándara, Fernanda; Randall, Jennifer
Education Policy Analysis Archives, v23 n112 Nov 2015
This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as activities that: (a) provide school achievement data to external stakeholders, or (b) establish consequences according to the achievement results. Using linear regression analysis, we found that school-level accountability practices varied across these four countries, albeit not all pairs of countries were significantly different from each other in this regard. Using hierarchical linear modelling, we found that school-level accountability practices had a small effect on science achievement. Importantly, this effect was not independent of schools' and students' socio-economic status.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Portugal; South Korea; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Program for International Student Assessment