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ERIC Number: EJ817776
Record Type: Journal
Publication Date: 2008-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0022-0272
Methodological Issues in Achieving School Accountability
Linn, Robert L.
Journal of Curriculum Studies, v40 n6 p699-711 Dec 2008
Test-based educational accountability is widely used in many countries, but is pervasive in the US. Key features of test-based accountability required by the US No Child Left Behind Act are discussed. Particular attention is given to methodological issues such as the distinction between status and growth approaches, the setting of performance targets, compensatory and multiple-hurdle approaches, and the disaggregation of results. The strengths and limitations of growth and of value-added models are discussed. It is concluded that school accountability results are best thought of as providing potentially valuable descriptive information rather than supporting strong inferences about school quality. (Contains 1 table, 1 figure, and 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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