ERIC Number: ED286900
Record Type: Non-Journal
Publication Date: 1987-Apr
Reference Count: N/A
The Stability of School Effectiveness Indices across Years.
Mandeville, Garrett K.
School effectiveness indices (SEIs) based on residuals from regressing test performance in reading and mathematics onto prior-year test performance and a socioeconomic status measure (percentage eligible for a subsidized lunch program) were obtained for two consecutive years for 431 South Carolina elementary schools. The analysis involved school means based on matched student data, and was restricted to schools containing grades 1 through 4. The resulting SEIs were found to be reasonably stable across years, the correlations ranging from .34 to .66 depending on grade level and subject area. Reading-mathematics composites and cross-grade weighted averages were no more stable than grade-specific SEIs. Reading and mathematics SEIs, which were of roughly equal stability, decreased from grade 1 to grade 3 where the outcomes were measured by a local criterion-referenced test, the Basic Skills Assessment Program. For grade 4, where the norm-referenced Comprehensive Tests of Basic Skills were used, mathematics SEIs appeared to be more stable than those assessing reading. The relative stability of SEIs based on the same and different groups of students at the same and different grade levels suggests that grade-within-school effects dominate whatever global school effects operate in elementary schools. (Author/LPG)
Descriptors: Achievement Tests, Basic Skills, Correlation, Elementary Education, Longitudinal Studies, Mathematics Achievement, Multiple Regression Analysis, Outcomes of Education, Predictive Measurement, Reading Achievement, Reliability, School Effectiveness, Socioeconomic Status, Statistical Studies, Trend Analysis
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills