Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance
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 sout...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Arizona State University
2006-01-01
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| Series: | Education Policy Analysis Archives |
| Subjects: | |
| Online Access: | http://epaa.asu.edu/ojs/article/view/73 |
| _version_ | 1819148055406968832 |
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| author | Keith Zvoch Joseph J. Stevens |
| author_facet | Keith Zvoch Joseph J. Stevens |
| author_sort | Keith Zvoch |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-12-22T13:39:38Z |
| format | Article |
| id | doaj.art-c9b51dba80244a289f1489c03e9db501 |
| institution | Directory Open Access Journal |
| issn | 1068-2341 |
| language | English |
| last_indexed | 2024-12-22T13:39:38Z |
| publishDate | 2006-01-01 |
| publisher | Arizona State University |
| record_format | Article |
| series | Education Policy Analysis Archives |
| spelling | doaj.art-c9b51dba80244a289f1489c03e9db5012022-12-21T18:23:57ZengArizona State UniversityEducation Policy Analysis Archives1068-23412006-01-01142Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics PerformanceKeith ZvochJoseph J. StevensMathematics 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.http://epaa.asu.edu/ojs/article/view/73school accountability, longitudinal growth models, No Child Left Behind Act. |
| spellingShingle | Keith Zvoch Joseph J. Stevens Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance Education Policy Analysis Archives school accountability, longitudinal growth models, No Child Left Behind Act. |
| title | Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance |
| title_full | Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance |
| title_fullStr | Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance |
| title_full_unstemmed | Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance |
| title_short | Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance |
| title_sort | successive student cohorts and longitudinal growth models an investigation of elementary school mathematics performance |
| topic | school accountability, longitudinal growth models, No Child Left Behind Act. |
| url | http://epaa.asu.edu/ojs/article/view/73 |
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