Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance

dc.creator	Keith Zvoch
dc.creator	Joseph J. Stevens
dc.date	2006-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:50Z
dc.date.available	2015-07-20T22:15:50Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/c9b51dba80244a289f1489c03e9db501
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17951
dc.description	Mathematics achievement data from three longitudinally matched student cohorts were analyzed with multilevel growth models to investigate the viability of using status and growth-based indices of student achievement to examine the multi-year performance of schools. Elementary schools in a large southwestern school district were evaluated in terms of the mean achievement status and growth of students across cohorts as well as changes in the achievement status and growth of students between student cohorts. Results indicated that the cross and between-cohort performance of schools differed depending on whether the mean achievement status or growth of students was considered. Results also indicated that the cross-cohort indicators of school performance were more reliably estimated than their between-cohort counterparts. Further examination of the performance indices revealed that cross-cohort achievement status estimates were closely related to student demographics while between-cohort estimates were associated with cohort enrollment size and cohort initial performance status. Of the four school performance indices studied, only student growth in achievement (averaged across cohorts) provided a relatively reliable and unbiased indication of school performance. Implications for the No Child Left Behind school accountability framework are discussed.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/73
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 14, p 2 (2006)
dc.subject	school accountability, longitudinal growth models, No Child Left Behind Act.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance
dc.type	article