On school choice and test-based accountability.
نویسندگان
چکیده
منابع مشابه
Analysis of Multiple Choice Questions Based On Classical Test Theory
Introduction: The aim of this study was to use Classical Test Theory (CTT) software for qualitative and quantitative analysis of Multiple Choice Questions (MCQ) for Master students of health discipline. Methods: This study was carried out on two groups each including 50 undergraduate students of public health, and two groups of 50 and 26 undergraduate students of occupational health. The final...
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PURPOSE To examine the current experience of school-based health centers (SBHCs) in meeting the needs of children and adolescents, changes over time in services provided and program sponsorship, and program adaptations to the changing medical marketplace. METHODS Information for the 1998-1999 Census of School-Based Health Centers was collected through a questionnaire mailed to health centers ...
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The measurement of school effectiveness is a central feature of educational accountability policies in all 50 US states and around the world. While school accountability measures are often based on test score levels (e.g., percent proficient), critics argue that test score gains are a fairer way to judge schools’ contributions to student achievement (e.g., Ladd and Walsh 2002, Ryan 2004). Such ...
متن کاملthe relationship between eq, iq and test format: a study on test fairness
the major aim of this study was to investigate the relationship between iq, eq and test format in the light of test fairness considerations. this study took this relationship into account to see if people with different eq and iq performed differently on different test formats. to this end, 90 advanced learners of english form college of ferdowsi university of mashhad were chosen. they were ask...
15 صفحه اولImproving School Accountability Systems
In this paper, we analyze the statistical properties of school test scores and explore the implications for the design of school accountability systems. Using data from North Carolina, we decompose the variance of school-level test scores into a persistent component, sampling variation and other non-persistent shocks. We find that sampling variation and other nonpersistent components of school ...
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ژورنال
عنوان ژورنال: education policy analysis archives
سال: 2005
ISSN: 1068-2341
DOI: 10.14507/epaa.v13n41.2005