An Analysis of Performance-Based Accountability

Factors Shaping School Performance in Two Urban School Districts

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

In this era of increased accountability of public schools, standardized testing has been selected as a primary tool for assessing school performance. Since 1999 the state of California has used a summary measure of student test scores, the Academic Performance Index (API), to rank all public schools and has attached rewards and sanctions to the results. Analysis of 2 years of API scores for two large urban districts using variables measuring student socioeconomic status, teacher training and experience, and school characteristics provides strong evidence that this measure of school performance is largely driven by the socioeconomic conditions of the school. Teacher training and experience also have positive effects on school performance.

Original languageEnglish (US)
Pages (from-to)558-585
Number of pages28
JournalEducational Policy
Volume17
Issue number5
DOIs
StatePublished - Nov 2003

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district
responsibility
school
performance
teacher training
sanction
reward
social status
experience
student
evidence

Keywords

  • Accountability
  • Teacher qualifications

ASJC Scopus subject areas

  • Education

Cite this

An Analysis of Performance-Based Accountability : Factors Shaping School Performance in Two Urban School Districts. / Powers, Jeanne.

In: Educational Policy, Vol. 17, No. 5, 11.2003, p. 558-585.

Research output: Contribution to journalArticle

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