Title:

Policymakers’ Guide to Growth Models for School Accountability: How Do Accountability Models Differ?

Description:

This paper from the CCSSO Accountability Systems and Reporting State Collaborative addresses many questions education leaders may have about the differences between status models and growth models. Both status models and growth models used for school accountability are defined and described. Additionally, a type of status model (the improvement model) and a type of growth model (the value-added model) are discussed in the paper.

In addition, the paper provides more specific information about current research and practices regarding the different models including purposes and structures of status and growth models for accountability with the focus on school as the unit of analysis; advantages and disadvantages of the different models in relation to purposes of an accountability system; challenges in implementation of growth models and value-added models (VAMs) and description of resource requirements; policy questions that may be addressed prior to state policymakers choosing to use a growth model for education accountability; and considerations in deciding to combine a growth model with a status model, such as the AYP reporting requirements under NCLB.

Also, the paper addresses the potential use of growth models by states for school accountability and the possibility of adding a growth model to existing systems to provide additional information about educational performance of schools and groups of students.

The authors are Pete Goldschmidt and Kilchan Choi (consultants), UCLA/CRESST; Pat Roschewski, Nebraska Department of Education; William Auty (consultant), EdMeasure; Steve Hebbler, Mississippi Department of Education; and Rolf Blank and Andra Williams, CCSSO.

ISBN:

Image:

Published:

2005

PDF:

Category:

Indicators-State Education
Standard & Assessments
Accountability
Data Systems
No Child Left Behind/ESEA

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