Multilevel Linkages Between State Standards, Teacher Standards, and Student Achievement: Testing External Versus Internal Standards-Based Education Models
نویسندگان
چکیده
Drawing on national and state assessment datasets in reading and math, this study tested “external” versus “internal” standards-based education models. The goal was to understand whether and how student performance standards work in multilayered school systems under No Child Left Behind Act of 2001 (NCLB). Under the “external” model, states’ common standards shape teachers’ standards which, in turn, affect student achievement. Under the “internal” model, teacher standards are insulated from state standards but instead influenced by prior student achievement and background characteristics in classrooms. The study employed multilevel analysis and instrumental variable analysis with fixed effects. Findings provided support for the internal as opposed to the external model. The linkage between state standards and Article at University at Buffalo Libraries on October 21, 2015 epx.sagepub.com Downloaded from
منابع مشابه
January 10, 2008
Systemic reform followed by standards based reform in K-12 education begins with state content standards. Based at least in part on policy research in education, the pair of reforms make the assumption that what is taught is a strong predictor of what students will learn. Thus, being clear about what it is that we want students to know and be able to do and expressing that message in content st...
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