Stability of School-Building Accountability Scores and Gains

By R. Linn, Carolyn A. Haug. 2002

143 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/d83fde12a7bde722b7e158b562a7f902454803d6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jaekyung Lee
2. John A. Ross
3. Damian W. Betebenner
4. P. Gray
5. R. Slavin
6. Eva L. Baker
7. Anne Hogaboam-Gray
8. R. Linn

In Information Systems and Management

1. Jaekyung Lee
2. P. Gray
3. John A. Ross
4. R. Slavin
5. Eva L. Baker
6. Damian W. Betebenner
7. David C. Berliner
8. Linda Darling-Hammond

Citations in the corpus

• Evidence-Based Education Policies: Transforming Educational Practice and Research (2002, background): “Year-to-year changes in an individual school are unreliable indicators of a school’s quality (see Linn & Haug, 2002).”
• OECD Reviews of Evaluation and Assessment in Education DENMARK (2011, background): “Volatility of scores may be particularly high for small schools (Linn and Haug, 2002).”
• SCHOOL LEADERSHIP AND STUDENT ACHIEVEMENT: THE MEDIATING EFFECTS OF TEACHER BELIEFS (2006, methodology): “Because school improvement scores are unstable for individual years and subjects (Linn & Haug, 2002), we averaged across grades and subjects to compile a composite school score.1 SES consisted of mean family income of the enumeration area represented by the postal code of the school (obtained from…”
• Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001 (2002, background): “…part of the variability found in change scores for schools is due to nonpersistent factors (e.g., turnover in the teaching staff, a teacher strike, or an especially disruptive cohort of students) that influence scores in one year but not the other (Kane & Staiger, 2001; Linn & Haug, 2002).”
• Prior Student Achievement, Collaborative School Processes, and Collective Teacher Efficacy (2004, background): “Other researchers have found there is only a moderate correlation (r¼ .40–.50) in school student achievement between subjects and even less consistency between grades (Linn & Haug, 2002; Teddlie, Reynolds, & Sammons, 2000).”
• Is Test-Driven External Accountability Effective? Synthesizing the Evidence From Cross-State Causal-Comparative and Correlational Studies (2008, methodology): “…comparison method that compares average student performance at the same grade level over time has been used widely in evaluating school-level academic growth, the volatility of gain scores obtained through this method is very severe (Kane & Staiger, 2002; Lee & Coladarci, 2002; Linn & Haug, 2002).”