Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity
Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity
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根据《不让一个孩子掉队法案》衡量学术能力：对教育公平的影响
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Gail L. Sunderman
中科院分区：
文献类型：
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作者：
J. Kim;Gail L. Sunderman
2001年《不让一个孩子掉队法》的问责制要求使高度贫困学校和种族多样化学校处于不利地位，因为它们依赖平均熟练程度分数，并要求所有分组达到同样的问责制目标。在这篇文章中，来自六个州的学生成绩数据被用来突出学校的人口特征的差异，确定为需要改进和学校满足联邦足够的年度进展要求。来自弗吉尼亚州和加州的学校层面的数据被用来说明，这些差异产生于选择偏见固有的使用平均水平分数和规则，要求学生在种族多元化的学校，以满足多个性能目标。作者提出了问责制设计的替代方案，包括使用多种学生成绩衡量标准，将学生在阅读和数学成绩测试中的进步因素考虑在内，并纳入国家对学校表现的问责制评级。
The accountability requirements of the No Child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meeting the federal adequate yearly progress requirements. School-level data from Virginia and California are used to illustrate that these differences arise both from the selection bias inherent in using mean proficiency scores and from rules that require students in racially diverse schools to meet multiple performance targets. The authors suggest alternatives for the design of accountability systems that include using multiple measures of student achievement, factoring in student improvement on achievement tests in reading and mathematics, and incorporating state accountability ratings of school performance.