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Identifying Effective And Ineffective Schools For Accountability Purposes: A Comparison Of Four Generic Types Of Accountability Models, Fen Yu

LSU Doctoral Dissertations

The stakes associated with student performance have been raised to new highs under the No Child Left Behind Act (NCLB, 2001). Many people are concerned with the adequacy and appropriateness of the statistical models used in identifying low-performing schools for educational accountability. The purpose of this study was to compare four generic types of accountability models (i.e., status models, improvement models, growth models, and value-added models) and see if they reach consistent/inconsistent conclusions regarding the effectiveness of the same set of schools. Further, the four models were also compared in terms of “fairness”. A fair model is defined as one …