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Measuring Adequate Yearly Progress: What "Other" Indicators Count Besides Reading and Math? PDF - NCLB calls for one "other" academic indicator to count toward the calculation of AYP. At the high school level that indicator was the graduation rate. At the elementary and middle school levels, states could select any additional measure. This ECS StateNote hopes to deepen that understanding by raising awareness of each state’s "other" academic indicator and its accompanying target. (Dinah Frey, Education Commission of the States, October 2010)...

Race to the Top: Promising Approaches to Assisting the Lowest-Performing Schools (Goal 4) MS Word PDF - (Jennifer Dounay, Education Commission of the States, March 2009)...

Moving North Carolina Forward: High Standards and High Graduation Rates: A Framework for Next-Generation Assessment and Accountability Indicators - After conducting a policy analysis, Achieve and Jobs for the Future suggested ways North Carolina can create a more coherent, intentional and aligned assessment and accountability system to improve both achievement and graduation rates for struggling and out-of-school students. The report includes a preliminary framework for next generation high school accountability indicators that recognize and reward schools that help all students graduate on time with a college and career-ready diploma. (Achieve, Inc. and Jobs for the Future, July 2007)...

Making the Cut: How States Set Passing Scores on Standardized Tests - States too rarely explain what it actually means for a student to pass a state test, to be "proficient," or how passing scores are established. This gives parents, policymakers and the public only a partial understanding of educational progress and what measures like "adequate yearly progress" really mean. That's because trying to interpret student performance on a test without understanding the passing score is like reading a map without a scale. This 10-page paper describes the methods states use to set passing or "cut" scores on tests, examines influences on states' score-setting work and recommends steps to ensure that the public can better understand this important educational process. (Andrew J. Rotherham, Education Sector, July 2006) ...

The Education Pipeline in the United States 1970-2000 - This report examines data on grade enrollment and graduates over time in order to study long-term rates of student progress through elementary-secondary education systems. The authors report one positive finding: kindergarten attendance in the United States increased rapidly from about 60% in 1965 to about 90% by 2000. The authors also report three negative findings: (1) the student attrition rate between 9th and 10th grade has tripled, from 4% to 12%; (2) an increasing bulge of students in 9th grade, which indicates that more students are flunking 8th grade and being held back, a strong predictor of a student later dropping out; and (3) falling graduation rates. (Walt Haney, George Madaus, Lisa Abrams, Anne Wheelock, Jing Miao and Ileana Gruia, The National Board on Educational Testing and Public Policy, January 2004)...

Defining, Developing and Using Curriculum Indicators - This report discusses the use of curriculum indicators in school improvement, program evaluation and for informing policy decisions. States can use curriculum indicators to measure the effects of policy decisions on instruction and evaluate the overall accountability system. Indicators are useful for policy analysis because they provide a measure of specific components of a standards-based system and allow the monitoring of progress or change in classroom instruction. New methods of determining alignment among instruction, assessments and standards are also described. (Andrew C. Porter and John L. Smithson, Consortium for Policy Research in Education, December 2001)...

Monitoring School Quality: An Indicators Report - The National Center for Education Statistics (NCES) reviewed the literature on school quality and examined current national indicators of quality. The indicators reviewed in this report address three categories: (1) classroom context, (2) teacher characteristics and (3) schools as organizations. The quality of data provided by these indicators depends on the complexity of the characteristics being measured and whether the indicator has been used to collect data for an extended period of time. For example, since historically pedagogy, leadership and school goals data have not been part of national data-collection efforts, only poor-quality data are available. (NCES, December 2000)...

Telling It Like It Is: State-mandated Reports on Local School Quality MS Word - Over the past decade, states have improved the way they report school data to their constituents, clarifying school quality by using indicators that go beyond student achievement. For example, Oregon includes student behavior in its report, measured by dropout rates and attendance. Other indicators states are using include: (1) growth in student achievement; (2) percentage of students participating in state assessments; (3) students performing at grade level or proficiency level; (4) school comparisons at the district, state or national level; (5) alternative education programs offered; and (6) graduation rates. (Kathy Christie, "Stateline" reprinted with permission from Phi Delta Kappan, April 1, 2001)...

Monitoring What Matters MS Word - All states struggle with how best to monitor the various data on student performance, progress and participation. Some states are further along in this process than others, as this article illustrates. In addition to deciding what to monitor, policymakers have to determine how to collect and analyze education data. Ideally, states will align the tracking process with their major priorities and goals in education. (Kathy Christie, Stateline, Phi Delta Kappan, September 2000, reprinted with permission)...

Back to Basics — Indicators as a System MS Word - By clearly reporting which indicators schools can be held accountable for, report cards will be more effective. The report emphasizes that indicator reporting systems should: (1) include guidance for interpretation; (2) be related to local goals; (3) include longitudinal school, cluster and district comparisons with common indicators at every level and (4) show results compared to a benchmark. [Reprinted with permission from CRESST (National Center for Research on Evaluation, Standards, and Student Testing) Line Newsletter, June 1998]...


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