| Document Type
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BL
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| Record Number
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995346
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| Doc. No
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b749716
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| Main Entry
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Hamilton, Laura S.
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| Title & Author
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External audiences for test-based accountability : : the perspectives of journalists and foundations /\ Laura Hamilton, Brian Stecher.
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| Publication Statement
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Santa Monica, CA :: Rand Education,, 2004.
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| Series Statement
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Occasional paper ;; OP-111-FF
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| Page. NO
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xi, 22 pages :: illustrations ;; 28 cm.
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| ISBN
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0833035797
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: 9780833035790
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| Notes
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"March 2004."
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"Prepared for the Ford Foundation."
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| Bibliographies/Indexes
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Includes bibliographical references (pages 21-22).
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| Contents
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Introduction -- Overview of the No Child Left Behind Act -- Methods -- Results. What kinds of test-score data are needed?. What other kinds of information are needed?. What problems do users encounter when interpreting test results? -- Discussion. What can states and districts do to improve the utility of information for external audiences?. What can researchers do to improve the utility of information for external audiences?. What can journalists do to enhance the value of information on school performance?. What can program officers do to enhance the value of information on school performance? -- Conclusions.
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| Abstract
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The No Child Left Behind Act (NCLB) requires states to adopt test-based accountability systems designed to promote improved achievement by setting clear goals for student learning, measuring students' progress toward those goals, and holding educators accountable for this progress through the dissemination of results and the imposition of rewards, sanctions, and assistance. Although much has been written about the law, little has been written about the interaction of NCLB with external audiences that do not have formal connections with the schools. This study focuses on two key external audiences that are involved in public education and that frequently use data from schools and districts in their work--print journalists and foundation program officers. The authors use insights from conversations with journalists and program officers to identify ways to improve the utility of information from test-based accountability systems. They summarize the data needs of the two groups and the problems they encounter when trying to interpret test results and offer advice to the producers of performance reports and analyses (states, school districts, and researchers) and to the external consumers of those reports (journalists and program officers) on how to enhance the utility of the information.
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| Subject
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Communication in education-- United States.
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| Subject
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Educational accountability-- United States.
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Educational tests and measurements-- United States.
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| Subject
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Communication in education.
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| Subject
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Educational accountability.
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| Subject
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Educational tests and measurements.
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| Subject
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United States.
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| Dewey Classification
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379.1/58
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| LC Classification
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LB2806.22.H36 2004
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| Added Entry
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Stecher, Brian M.
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