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Measuring and Evaluating School Performance

Author

Listed:
  • Keith Zvoch

    (University of Oregon, kzvoch@uoregon.edu)

  • Joseph J. Stevens

    (University of Oregon)

Abstract

Several school performance indices were evaluated using achievement data from multiple longitudinally matched middle school student cohorts in a large district in the southwestern United States. Measures designed to index the within-cohort achievement status and growth of students as well as the status and growth-based changes that occur over years between different student cohorts were studied. Within- and between-cohort status and growth-based estimates of school performance were generated by applying simple and relatively complex statistical models to the longitudinal time-series data obtained on students. Results indicated that within-cohort status-based estimates were closely related to student demographics and between-cohort estimates were associated with cohort enrollment size and initial performance level. These results suggest that schools may often be rewarded and penalized on the basis of factors over which school personnel have limited or no control. Implications for the measurement and evaluation of school performance are discussed.

Suggested Citation

  • Keith Zvoch & Joseph J. Stevens, 2008. "Measuring and Evaluating School Performance," Evaluation Review, , vol. 32(6), pages 569-595, December.
    • Handle: RePEc:sae:evarev:v:32:y:2008:i:6:p:569-595
    DOI: 10.1177/0193841X08320398
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    References listed on IDEAS

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    1. M. Bryno Songer, 1996. "Thickening government: Federal hierarchy and the diffusion of accountability, by Paul Light. Washington, DC: The Brookings Institution Governance Institute, 1995, 217 pp., NPA," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 15(1), pages 124-127.
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