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The Predictive Role of School Performance Indicators on Students' College Achievement

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Title: The Predictive Role of School Performance Indicators on Students' College Achievement
Language: English
Authors: Giersch, Jason (ORCID 0000-0002-0462-9477), Bottia, Martha Cecilia, Stearns, Elizabeth, Mickelson, Roslyn Arlin, Moller, Stephanie
Source: Educational Policy. Nov 2021 35(7):1085-1115.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 31
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: DUE0969286
DRL1420363
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: Predictor Variables, Educational Indicators, Academic Achievement, College Bound Students, Outcomes of Education, Student Evaluation, High Stakes Tests, Honors Curriculum, Accountability
Geographic Terms: North Carolina
DOI: 10.1177/0895904819857827
ISSN: 0895-9048
Abstract: The adoption of market theory as a guiding principle of education policy increased the need for assessments of school performance that families could use to compare academic benefits of attending one school to another. Prominent among measures used by states are the school proficiency and growth indicators resulting from high-stakes tests. Using a longitudinal dataset of college-bound public high school students in North Carolina (N = 17,565), we test the usefulness of proficiency and growth scores of high schools in predicting students' performance in college. We find both indicators to be useful and have the strongest associations with outcomes for students taking a mix of honors and non-honors classes. We also find that academic track placement has a stronger association with outcomes than either measure of school performance. Therefore, this study shows that reliance on school quality indicators can be inadequate because they exaggerate differences between schools and ignore differences within schools.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1317004
Database: ERIC
FullText Text:
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  Data: The Predictive Role of School Performance Indicators on Students' College Achievement
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  Data: <searchLink fieldCode="AR" term="%22Giersch%2C+Jason%22">Giersch, Jason</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0462-9477">0000-0002-0462-9477</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bottia%2C+Martha+Cecilia%22">Bottia, Martha Cecilia</searchLink><br /><searchLink fieldCode="AR" term="%22Stearns%2C+Elizabeth%22">Stearns, Elizabeth</searchLink><br /><searchLink fieldCode="AR" term="%22Mickelson%2C+Roslyn+Arlin%22">Mickelson, Roslyn Arlin</searchLink><br /><searchLink fieldCode="AR" term="%22Moller%2C+Stephanie%22">Moller, Stephanie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy%22"><i>Educational Policy</i></searchLink>. Nov 2021 35(7):1085-1115.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Group: Src
  Data: 31
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  Label: Publication Date
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  Data: 2021
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  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)<br />National Science Foundation (NSF), Division of Undergraduate Education (DUE)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Indicators%22">Educational Indicators</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Bound+Students%22">College Bound Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Honors+Curriculum%22">Honors Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1177/0895904819857827
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  Data: 0895-9048
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  Data: The adoption of market theory as a guiding principle of education policy increased the need for assessments of school performance that families could use to compare academic benefits of attending one school to another. Prominent among measures used by states are the school proficiency and growth indicators resulting from high-stakes tests. Using a longitudinal dataset of college-bound public high school students in North Carolina (N = 17,565), we test the usefulness of proficiency and growth scores of high schools in predicting students' performance in college. We find both indicators to be useful and have the strongest associations with outcomes for students taking a mix of honors and non-honors classes. We also find that academic track placement has a stronger association with outcomes than either measure of school performance. Therefore, this study shows that reliance on school quality indicators can be inadequate because they exaggerate differences between schools and ignore differences within schools.
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  Data: 2021
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  Label: Accession Number
  Group: ID
  Data: EJ1317004
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1317004
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        Value: 10.1177/0895904819857827
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      – Text: English
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      – SubjectFull: Educational Indicators
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      – SubjectFull: Academic Achievement
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      – SubjectFull: College Bound Students
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      – SubjectFull: Accountability
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      – SubjectFull: North Carolina
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      – TitleFull: The Predictive Role of School Performance Indicators on Students' College Achievement
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