ERIC Number: EJ726608
Record Type: Journal
Publication Date: 2005-Aug
Reference Count: N/A
Will the Winds of Change Bring a Growth Model?
Schwartzbeck, Terri Duggan
School Administrator, v62 n7 p47 Aug 2005
One of the top questions about the No Child Left Behind Act, both before and after its passage, was "why isn't adequate yearly progress based on growth rather than just on year-to-year snapshots?" Now, three years into the implementation of this sweeping federal education law, the winds of change are blowing in Washington, and the use of growth models in AYP is more and more possible. Call it longitudinal progress, value-added or a growth model, the central issue is looking at student progress from year to year. A growth model would address many concerns school administrators and researchers have expressed about AYP, which uses a snapshot approach by comparing the number of students proficient on a state exam to a preset annual target. This snapshot approach fails to account for differences between cohorts of students. Research indicates that cohort differences account for considerable variation from year to year. In addition, the current system serves more as a proxy for a school's demographics than as an indicator of academic performance. By comparing groups of students to a target, AYP also fails to provide diagnostic information about why a group of children might lag behind peers.
Descriptors: Educational Policy, Federal Legislation, Academic Achievement, Educational Improvement, Educational Change, Models, Academic Standards, Educational Assessment
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: email@example.com; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001