Growth Models in the Age of School Reform and Accountability: Policy, Practice, and Implications

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Author(s): Sean W. Mulvenon (University of Arkansas, USA), Sandra G. Bowman (University of Arkansas, USA)and Jill A. Berta (University of Arkansas, USA)
Copyright: 2015
Pages: 21
Source title: Handbook of Research on Scholarly Publishing and Research Methods
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-7409-7.ch024

Keywords: Information Science Reference / Library & Information Science / Research Methods

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Abstract

The reauthorization of the Elementary and Secondary School Act (ESEA) in 2002, also called “No Child Left Behind,” mandated use of accountability systems to evaluate school and district performance. The accountability systems were initially required to use cross-sectional student level assessment results in the evaluation models when assigning performance labels to school systems. Growth models were approved for use in the evaluation models in 2006, but their implementation required development of policy, identification of appropriate methods, and guidelines for assigning labels of performance to schools. The purpose of this chapter is to review the development of educational policy, implementation, and challenges in the use of growth models in accountability systems.

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Growth Models in the Age of School Reform and Accountability: Policy, Practice, and Implications

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