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ERIC Number: EJ1150132
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1062-7197
EISSN: N/A
Estimating School Effects with a State Testing Program Using Transition Matrices
Tindal, Gerald; Nese, Joseph F. T.; Stevens, Joseph J.
Educational Assessment, v22 n3 p189-204 2017
For the past decade, the accountability model associated with No Child Left Behind (NCLB) emphasized proficiency on end of year tests; with Every Student Succeeds Act (ESSA) the emphasis on proficiency within statewide testing programs, though now integrated with other measures of student learning, nevertheless remains a primary metric for reporting achievement. We examine transition over categories across two years for three cohorts of middle school students as one means for evaluating change. We document school effects for seven models by analyzing relations among them and comparing them to the actual change in movement across categories. We report moderate to high correlations across the transition models though they differed vastly in the (a) assumptions behind them, and (b) ranking of schools with actual transitions. The findings, therefore, need to be considered in the context of assumptions embodied in each transition model to adequately understand their worth in reporting school effects.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon
IES Funded: Yes
Grant or Contract Numbers: R324C110004