NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED585157
Record Type: Non-Journal
Publication Date: 2017-Dec
Pages: 74
Abstractor: ERIC
A Comparison of Alternative Models for Estimating School Performance in Mathematics and Reading/Language Arts in Four State Accountability Systems: North Carolina Results. NCAASE Technical Report
Schulte, Ann C.; Nese, Joseph F. T.; Stevens, Joseph J.; Yel, Nedim; Tindal, Gerald; Anderson, Daniel; Elliott, Stephen N.
National Center on Assessment and Accountability for Special Education
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models commonly used for estimating school performance that are applied in many states and frequently reported in the school effectiveness research literature. The introduction describes the study background and details the methods and procedures used to estimate the eight school performance models and compare model results in all four states. Details on each state's accountability data, assessment instruments, and results are included in their respective technical reports. The North Carolina sample was separated into an elementary school sample (Grades 3 through 5) and a middle school sample (Grades 6 through 8), each consisting of three successive cohorts of students enrolled in school years: (1) 2007/08 through 2009/2010; (2) 2008/09 through 2010/11; and (3) 2009/10 through 2011/12. The initial sample included students across the three cohorts whose Grade 5 (elementary school sample) or Grade 8 (middle school sample) North Carolina End-of-Grade reading comprehension or mathematics scores on the general or alternate assessment were included in the state calculation of Adequate Yearly Progress (AYP). School composition variables reported in the table include the percent of English Language Learners (ELL), females, economically disadvantaged students (EDS), ethnic minorities, and students with disabilities (SWD). The outcome measures for all analyses were the third editions of the North Carolina End-of-Grade Tests in Mathematics (EOG-M) and Reading Comprehension (EOG-RC), which are standardized, vertically scaled tests designed to measure the core content standards in the state curriculum (NC Department of Public Instruction, 2008, 2009). Both tests were in a multiple-choice format and were the primary assessments used in the state's school accountability model. This report discusses the results of the study in three sections. Section A describes school performance model estimates, Section B describes school ranks, and the appendices provide additional detailed results. [For the Oregon results, see ED585089. For the Arizona results, see ED585156. For the Pennsylvania results, see ED585158.]
National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site:
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center on Assessment and Accountability for Special Education (NCAASE)
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: North Carolina End of Course Testing Program
IES Funded: Yes
Grant or Contract Numbers: R324C110004