Search EdWorkingPapers

Search for EdWorkingPapers here by author, title, or keywords.

The Other Half of the Story: Does Excluding the Early Grades from School Ratings Matter?

Because high-stakes testing for school accountability does not begin until third grade, accountability ratings for elementary schools do not directly measure students’ academic progress in grades K through 2. While it is possible that children’s test scores in grades 3 and above are highly correlated with children’s outcomes in the untested grades, research provides reasons to believe that this might not be the case in all schools. This study explores whether measures of school quality based on test scores in grades 3 through 5 serve as a strong proxy for children’s academic outcomes in grades K through 2. The results show that directly accounting for children’s test scores in the early grades could lead to meaningful changes in schools’ test-based performance ratings. The findings have important implications for accountability policy.

Keywords
Elementary school, accountability, school effectiveness, education policy
Education level
Document Object Identifier (DOI)
10.26300/69qh-g416

EdWorkingPaper suggested citation:

Herring, Walter. (). The Other Half of the Story: Does Excluding the Early Grades from School Ratings Matter?. (EdWorkingPaper: 22-625). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/69qh-g416

Machine-readable bibliographic record: RIS, BibTeX