Identifier
etd-06112007-225430
Degree
Doctor of Philosophy (PhD)
Department
Educational Leadership, Research and Counseling
Document Type
Dissertation
Abstract
The stakes associated with student performance have been raised to new highs under the No Child Left Behind Act (NCLB, 2001). Many people are concerned with the adequacy and appropriateness of the statistical models used in identifying low-performing schools for educational accountability. The purpose of this study was to compare four generic types of accountability models (i.e., status models, improvement models, growth models, and value-added models) and see if they reach consistent/inconsistent conclusions regarding the effectiveness of the same set of schools. Further, the four models were also compared in terms of “fairness”. A fair model is defined as one that produces school effectiveness indices that have low correlations with various student background variables (Webster, Mendro, Orsak, & Weerasinghe, 1998). The sample included this study consisted of all 297 K-5 schools in Louisiana. The results indicate that (1) the school effectiveness indices produced by the status model, the improvement model, and the growth model diverged significantly from those produced by the value-added model but converged highly among themselves; and (2) the school effectiveness indices produced by the value-added model had the lowest correlation with various student background variables. The methodological and policy implications of these findings were discussed.
Date
2007
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Recommended Citation
Yu, Fen, "Identifying effective and ineffective schools for accountability purposes: a comparison of four generic types of accountability models" (2007). LSU Doctoral Dissertations. 1991.
https://repository.lsu.edu/gradschool_dissertations/1991
Committee Chair
Charles Teddlie
DOI
10.31390/gradschool_dissertations.1991