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Measuring School Effectiveness in Memphis. MPR Reference No. 6325-530

出版	ERIC Clearinghouse, 2008
URL	http://books.google.com.hk/books?id=zGMZvwEACAAJ&hl=&source=gbs_api

註釋New Leaders for New Schools, a non-profit organization committed to training high-quality urban public school principals, received grants from the U.S. Department of Education in 2006 and 2007 to support the development of innovative teacher compensation strategies. New Leaders is partnering with four urban school districts and a consortium of charter schools to implement the Effective Practices Incentive Community (EPIC), offering two types of financial awards to educators: (1) a reward for principals and instructional staff in schools that are effective in raising student achievement and (2) a financial incentive for teachers who are identified as effective and are willing to document and share their practices. New Leaders contracted with Mathematica Policy Research, Inc. (MPR) to help design methods for identifying effective schools and teachers. The approach used for each partner differs, depending on the priorities of the partner and the type of information available to measure school and teacher performance. This report presents the method used to identify effective schools in the Memphis City Schools (MCS), one of the partner school districts, during the first year of this project. The methodology focuses on a "value-added model" that measures how much a school contributes to test score improvements for their students rather than average test score levels or the percentage of students who meet state proficiency levels. The model "handicaps" both the students' starting point and factors that affect their growth over the year, to account for factors that systematically affect the academic growth of different types of students and initial student performance differences across schools. MPR will work with New Leaders and MCS to revise the model in future years, and to incorporate any additional data that become available. The results of this work were given to New Leaders but are not presented here in order to maintain the confidentiality of the individual schools. The identification of effective teachers will be addressed in later reports. An appendix presents technical details of the value-added model (estimation sample; dosage variables for students who attended multiple schools during the 2006-07 school year; controlling for measurement error; the value-added model; and estimating effects by grade and subject). (Contains 1 footnote and 1 table.) [This report was submitted by Mathematica Policy Research, Inc. to New Leaders for New Schools.].