Are NCLB’s Measures, Incentives, and Improvement Strategies the Right Ones for the Nation’s Low-Performing High Schools?
Are NCLB’s Measures, Incentives, and Improvement Strategies the Right Ones for the Nation’s Low-Performing High Schools?
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NCLB 的措施、激励措施和改进策略是否适合全国表现不佳的高中？
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Lisa M. Weber
中科院分区：
文献类型：
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作者：
R. Balfanz;Nettie E. Legters;Thomas C. West;Lisa M. Weber
本文探讨了足够的年度进步（AYP）在多大程度上是表现不佳的高中进步的有效且可靠的指标。作者针对 202 所高中的随机子样本，调查了影响其 AYP 状态的学校特征以及联邦和州政策环境。逻辑回归模型显示，表现不佳的高中 AYP 状况的最强预测因素是学校负责的学生群体的数量及其“不让一个孩子掉队”改善状况。对州成绩单数据的分析进一步描绘了一幅令人困惑的景象：改善表现不佳的高中得到了批准，而表现较差的类似学校却没有得到批准。
This article examines the extent to which adequate yearly progress (AYP) is a valid and reliable indicator of improvement in low-performing high schools. For a random subsample of 202 high schools, the authors investigate the school characteristics and the federal and state policy contexts that influence their AYP status. Logistic regression models reveal that the strongest predictors of AYP status in low-performing high schools are the number of student subgroups for which schools are accountable and their No Child Left Behind improvement status. Analysis of state report card data further paints a confusing landscape in which improving low-performing high schools are sanctioned whereas similar schools showing less improvement are not.