There is little debate about whether or not the U.S. education system is in need of reform. Some people believe that public education reform will come about with high-stakes accountability and policies like No Child Left Behind (2001). States around the nation are facing similar questions. For example, how do we best determine college and career readiness and assess the quality of the education provided by our schools? The most common indicator of quality in public schools has been achievement test scores. This study examined three elementary and two high school drafts of the Kentucky educational accountability system known as the Unbridled Learning Accountability Model, which was adopted by the Kentucky Board of Education as a result of the No Child Left Behind Act. In addition, the study explored the implications of each of these drafts on schools and districts throughout the commonwealth using the same student data. The analyses of these data generated hypotheses about which kinds of schools might have been negatively and positively affected by each of the five accountability models that were under consideration.
","abstract_html":"<p>There is little debate about whether or not the U.S. education system is in need of reform. Some people believe that public education reform will come about with high-stakes accountability and policies like No Child Left Behind (2001). States around the nation are facing similar questions. For example, how do we best determine college and career readiness and assess the quality of the education provided by our schools? The most common indicator of quality in public schools has been achievement test scores. This study examined three elementary and two high school drafts of the Kentucky educational accountability system known as the Unbridled Learning Accountability Model, which was adopted by the Kentucky Board of Education as a result of the No Child Left Behind Act. In addition, the study explored the implications of each of these drafts on schools and districts throughout the commonwealth using the same student data. The analyses of these data generated hypotheses about which kinds of schools might have been negatively and positively affected by each of the five accountability models that were under consideration. </p>","abstract_has_math":false,"creators":["Traylor, Neely"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:19Z","subjects":["accountability","education","Kentucky Educational Accountability","models","Unbridled Learning Accountability","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright 2013 Neely Traylor"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/142","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Traylor, Neely"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["accountability","education","Kentucky Educational Accountability","models","Unbridled Learning Accountability","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Neely Traylor"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/142"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is little debate about whether or not the U.S. education system is in need of reform. Some people believe that public education reform will come about with high-stakes accountability and policies like No Child Left Behind (2001). States around the nation are facing similar questions. For example, how do we best determine college and career readiness and assess the quality of the education provided by our schools? The most common indicator of quality in public schools has been achievement test scores. This study examined three elementary and two high school drafts of the Kentucky educational accountability system known as the Unbridled Learning Accountability Model, which was adopted by the Kentucky Board of Education as a result of the No Child Left Behind Act. In addition, the study explored the implications of each of these drafts on schools and districts throughout the commonwealth using the same student data. The analyses of these data generated hypotheses about which kinds of schools might have been negatively and positively affected by each of the five accountability models that were under consideration.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["The Implications Of Accountability Models Weighing The Same Student Data Differently"]}]}],"canonical_facts":{"dc:creator":["Traylor, Neely"],"dc:description.abstract":["There is little debate about whether or not the U.S. education system is in need of reform. Some people believe that public education reform will come about with high-stakes accountability and policies like No Child Left Behind (2001). States around the nation are facing similar questions. For example, how do we best determine college and career readiness and assess the quality of the education provided by our schools? The most common indicator of quality in public schools has been achievement test scores. This study examined three elementary and two high school drafts of the Kentucky educational accountability system known as the Unbridled Learning Accountability Model, which was adopted by the Kentucky Board of Education as a result of the No Child Left Behind Act. In addition, the study explored the implications of each of these drafts on schools and districts throughout the commonwealth using the same student data. The analyses of these data generated hypotheses about which kinds of schools might have been negatively and positively affected by each of the five accountability models that were under consideration.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/142"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2013 Neely Traylor"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["accountability","education","Kentucky Educational Accountability","models","Unbridled Learning Accountability","Educational Assessment, Evaluation, and Research"],"dc:title":["The Implications Of Accountability Models Weighing The Same Student Data Differently"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:19Z"}