Accountability Works: Analysis of Performance by Grade Span of School.Report as inadecuate

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For the past decade in Connecticut, public school students have been tested in the fall of grades 4, 6, and 8, and results have been attributed to the school in which students are tested. Some Connecticut elementary schools end at grade 5 (Type I) and some continue to grade 6 or 8 (Type II). Grade 6 results are reported for Type II schools but not Type I. The relationship between this school-level accountability and the sixth-grade performance of students was examined using multivariate analysis of covariance (MANCOVA). Two different models were used to compare the sixth-grade achievement of students who attended Type I and Type II schools in grade 5, removing the effect of fourth-grade performance. Consistent results showed that schools that expected to be accountable for sixth-grade results (Type II) produced better performing sixth graders. Implications for designing and developing accountability systems are discussed. Appendixes present Title I of the Improving America's Schools Act, an overview of the Connecticut Mastery Test, a sample reporting form, and the school report form. (Contains six tables and four references.) (Author/SLD)

Descriptors: Academic Achievement, Accountability, Elementary Education, Expectation, Grade Span Configuration, Instructional Program Divisions, Multivariate Analysis, Public Schools, School Organization

Author: Tucker, Charlene G.; Andrada, Gilbert N.


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