NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856806
Record Type: Journal
Publication Date: 2009-Jun
Pages: 27
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0924-3453
Achievement, Learning, and Seasonal Impact as Measures of School Effectiveness: It's Better to Be Valid than Reliable
von Hippel, Paul T.
School Effectiveness and School Improvement, v20 n2 p187-213 Jun 2009
When evaluating schools' effectiveness, is it better to use absolute "achievement levels" or to use "learning rates" over a 9- or 12-month period? Or is it better to use a new measure, seasonal "impact", which is defined as the acceleration in learning rates that occurs when students finish summer vacation and start the school year? Answering this question involves a tradeoff between validity and reliability, since unfortunately the most reliable measure (achievement) is the least-valid measure as well. In this paper, we evaluate the tradeoff using a simple covariance-structure model. The results suggest that, when achievement is compared to learning and impact, reliability is a minor issue compared to validity. Although achievement is more reliable than learning or impact, achievement's advantage in reliability is much smaller than its disadvantage in validity. Our findings support the view that reliability is not a sufficient reason to evaluate schools using achievement levels. (Contains 10 notes, 2 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A