NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ759469
Record Type: Journal
Publication Date: 2005-Mar-30
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0277-4232
Online Tools for Sizing Up Schools Debut: Web Site Stirs Concerns over Fair Comparisons
Hoff, David J.
Education Week, v24 n29 p1, 22 Mar 2005
Three years after a federal law required states to collect a host of education data, much of that information and more will now be available in one place--giving the public a newfound resource and giving educators headaches over how schools can be compared. On a free Web site to be launched on March 29, 2005, a public-private partnership will post test scores, school spending, student demographics, and other relevant data. The site will feature research tools that allow users to compare achievement across districts, track districts' and individual schools' progress in reaching student-achievement goals under the federal No Child Left Behind Act, and find schools and districts that may be outperforming others. The site--www.schoolmatters.com--also will give people ways to measure whether school spending translates into student learning, as well the chance to compare schools' effectiveness. Some educators have questioned whether the Web site provides a fair way to compare schools, especially in the section that calculates a school's "return on spending." State officials said that they would be watching how critics and supporters of public schools use the data to bolster arguments that specific schools should or should not get more money.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001