Jennifer Starling
Associated IES Content
report
Descriptive Study
Stabilizing School Performance Indicators in New Jersey to Reduce the Effect of Random Error
The Every Student Succeeds Act of 2015 requires states to use a variety of indicators, including standardized tests and attendance records, to designate schools for support and improvement based on schoolwide performance and the performance of groups of students within schools. Schoolwide and group-level performance indicators are also diagnostically relevant for district-level and school-level decisionmaking outside the formal accountability context. Like all measurements, performance indica...
Oct 21, 2024
Publication number:
REL 2025 009
Blog
Illuminating School Performance Measures: Building a Brighter Flashlight
Attention to historically underserved student groups has long been a focus of federal accountability. In 2022, for the first time in three years, states had to identify low-performing schools, including those where particular subgroups of students are not meeting standards. Secretary Cardona, in an address in January of this year, framed the requirement as an opportunity to rethink accountability.
Date published:
Jun 14, 2023
report
Descriptive Study
Stabilizing Subgroup Proficiency Results to Improve the Identification of Low-Performing Schools
The Every Student Succeeds Act (ESSA) requires states to identify schools with low-performing student subgroups for Targeted Support and Improvement (TSI) or Additional Targeted Support and Improvement (ATSI). Random differences between students' true abilities and their test scores, also called measurement error, reduce the statistical reliability of the performance measures used to identify schools for these categorizations. Measurement error introduces a risk that the identified schools ar...
Feb 27, 2023
Publication number:
REL 2023-001