An alternative approach to school accountability: Measuring school achievement with student growth percentile (SGP)
Başlık çevirisi mevcut değil.
- Tez No: 401626
- Danışmanlar: DR. PAMELA CANTRELL
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2012
- Dil: İngilizce
- Üniversite: Unıversıty Of Nevada-Reno
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
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Özet (Çeviri)
A serious challenge for many schools and districts across the nation is that significant numbers of students enter the next grade level with performance levels well below proficiency. Since the implementation of NCLB, states have been primarily using Status Models to report AYP results. Status Models rely on a single year's assessment as an indicator of how many students are achieving proficiency on academic content standards. Essentially, Status Models are a count of the number of students meeting a specified target. The basic question under this model is: On average how are students performing this year? Comparisons over time are made by comparing the results for the students at each grade level one year with the results for students who were at the same grade level in previous years. One of today's significant topics in educational curriculum and administration is how to measure student improvement. There are many important implications for this measurement system. A reliable and accurate measurement system, for example, would enable evaluators to observe what teachers are making a difference as well as what type of curriculum and learning environment best promote student learning. In an era of educational accountability, the topic of how to accurately measure student progress is an important hinge upon which the door of improving education turns. Over the past decade, educational researchers and policy makers have endeavored to identify valuable growth models, methods that measure the growth of students' skills, knowledge, and abilities acquired in public school systems over time (United States Department of Education, 2005). In contrast with status models ─ the bases for adequate yearly progress (AYP) under No Child Left Behind (NCLB, 2001) ─ growth models describe progress in student performance rather than a fixed measure of current-state achievement. Because many current accountability systems have been limited to the use of status designs, growth models appeal to educators and policy makers alike. While Growth Models have been gaining more widespread use for measuring student achievement in primary and secondary education, school personnel may not have the background to understand these models. This paper reviews the continuing research and applications of statistical Growth Models. We describe the current convention of using descriptive Status Models and review the advantages and limitations of these models. Growth Models are then described as a statistical analytic technique to address the limitations of Status Models. Four of the most common Growth Models currently being implemented include the Value Table, Growth to Proficiency, Value-Added and Student Growth Percentile Models. Each of these Growth Models is described and the advantages and disadvantages of these models are examined. Estimating and understanding how students grow in learning is perhaps the most important goal for any educational system. The nature of Status Models (using single year's assessment as an indicator) makes it impossible to determine whether or not the score represents normal academic progress. Growth Models have been proposed as an alternative to Status Models that address these limitations. Growth Models offer practical benefits for states seeking to address the limitations of the Status Models that are currently used to assess student academic achievement and determine school accountability. Growth Models offer flexibility and improved measurement reliability when they are comparing data for the same students over time. The purpose of this dissertation is to investigate the Student Growth Percentile (SGP) as an alternative growth model approach to the measurement of student and school achievement. The study aims to build understanding of how Student Growth Percentile plays out with state and district data and how various definitions of growth impact schools. Longitudinal data from the statewide assessment program (Criterion Reference Test) from five years (N=300,000) will be used. Results will establish criterion-referenced interpretations of growth for the district schools. Findings will make important contributions to ongoing studies on the use of growth models in state accountability and will provide insight into processes and results of a criterion-referenced growth model.
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