Educational performance indicators: A critique
The typical indicators used to assess a school's performance - average and median achievement test scores - are highly flawed. Simulation results indicate that these indicators provide a severely misleading portrait of changes in school performance over time and differences in performance across schools, particularly if students change schools a lot or school performance varies significantly over time. Moreover, these indicators provide schools with the incentive to cater to students who score high on achievement tests, and they tend to be biased against schools that serve a large number of academically disadvantaged students. Better than average and median test scores are gain indicators, which measure the growth in achievement from one grade to the next for a given group of students, and value-added indicators, which rely on a statistical model to identify the distinct contributions of schools to growth in student achievement at a given grade level. In order to implement valid school performance indicators, schools should test students every two years, if not annually, beginning with kindergarten; collect better data on student and family characteristics; and develop tests that are sound and attuned to their educational goals.
|Date of creation:|
|Contact details of provider:|| Postal: 3412 Social Science Building, 1180 Observatory Drive, Madison, WI 53706|
Phone: (608) 262-6358
Fax: (608) 265-3119
Web page: http://www.ssc.wisc.edu/irp/dp/dplist.htm
More information through EDIRC
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- R. Meyer, "undated". "Applied versus traditional mathematics: New econometric models of the contribution of high school courses to mathematics proficiency," Institute for Research on Poverty Discussion Papers 966-92, University of Wisconsin Institute for Research on Poverty.
- Eric A. Hanushek & Lori L. Taylor, 1990. "Alternative Assessments of the Performance of Schools: Measurement of State Variations in Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 25(2), pages 179-201.
When requesting a correction, please mention this item's handle: RePEc:wop:wispod:1052-94. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Thomas Krichel)
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.