In the United States of America, several states passed legislation that enacted a grading system by which schools are measured for their performance through a formalized ranking system, which deem schools a success or failure. These accountability systems are developed by legislators and policymakers in order to fulfill federal requirements like the No Child Left Behind Act (No Child Left Behind [NCLB], 2002) and the Every Student Succeeds Act (2015), to encourage systemic improvement across states. In reporting annual school performance for the state of Utah, for example, it is necessary to investigate to what extent student and school characteristics predict school accountability grades within their state’s educational accountability system. This study utilized school-level data to assess the effect of school predictors on low SES, English Language Learners, students with a disability, and racial minorities on school accountability grades. The school characteristics that were evaluated included teachers with a graduate degree and rural locations. Prior research focused primarily on individual predictors of variance on student achievement, while this study combines all of the predictors for observation on predictors of variance.
","abstract_html":"<p>In the United States of America, several states passed legislation that enacted a grading system by which schools are measured for their performance through a formalized ranking system, which deem schools a success or failure. These accountability systems are developed by legislators and policymakers in order to fulfill federal requirements like the No Child Left Behind Act (No Child Left Behind [NCLB], 2002) and the Every Student Succeeds Act (2015), to encourage systemic improvement across states. In reporting annual school performance for the state of Utah, for example, it is necessary to investigate to what extent student and school characteristics predict school accountability grades within their state’s educational accountability system. This study utilized school-level data to assess the effect of school predictors on low SES, English Language Learners, students with a disability, and racial minorities on school accountability grades. The school characteristics that were evaluated included teachers with a graduate degree and rural locations. Prior research focused primarily on individual predictors of variance on student achievement, while this study combines all of the predictors for observation on predictors of variance. </p>","abstract_has_math":false,"creators":["Isaacs, Tara"],"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":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:32Z","subjects":["accountabilty systems","school accountability grades","school characteristics","social justice","student demographics","Education Policy"],"languages":[],"rights":["Copyright 2016 Tara Isaacs"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/381","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Isaacs, Tara"]}]},{"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":["accountabilty systems","school accountability grades","school characteristics","social justice","student demographics","Education Policy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Tara Isaacs"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/381"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In the United States of America, several states passed legislation that enacted a grading system by which schools are measured for their performance through a formalized ranking system, which deem schools a success or failure. These accountability systems are developed by legislators and policymakers in order to fulfill federal requirements like the No Child Left Behind Act (No Child Left Behind [NCLB], 2002) and the Every Student Succeeds Act (2015), to encourage systemic improvement across states. In reporting annual school performance for the state of Utah, for example, it is necessary to investigate to what extent student and school characteristics predict school accountability grades within their state’s educational accountability system. This study utilized school-level data to assess the effect of school predictors on low SES, English Language Learners, students with a disability, and racial minorities on school accountability grades. The school characteristics that were evaluated included teachers with a graduate degree and rural locations. Prior research focused primarily on individual predictors of variance on student achievement, while this study combines all of the predictors for observation on predictors of variance.
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"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/381"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2016 Tara Isaacs"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["accountabilty systems","school accountability grades","school characteristics","social justice","student demographics","Education Policy"],"dc:title":["School Accountability Grades: The Influence Of Student And School Characteristics"],"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":"2026-07-24T02:15:32Z"}