School Accountability Grades: The Influence Of Student And School Characteristics

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year

2016

Author dc:creator

• Isaacs, Tara

• accountabilty systems
• school accountability grades
• school characteristics
• social justice
• student demographics
• Education Policy

Statement dc:rights

• Copyright 2016 Tara Isaacs

Repository record dc:identifier

https://encompass.eku.edu/etd/381

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1379