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Making Valid and Consistent Inferences About School Effectiveness From Multiple Measures
Author(s) -
Chester Mitchell D.
Publication year - 2005
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/j.1745-3992.2005.00022.x
Subject(s) - accountability , legitimacy , construct (python library) , construct validity , reliability (semiconductor) , psychology , state (computer science) , computer science , political science , psychometrics , developmental psychology , power (physics) , physics , algorithm , quantum mechanics , politics , law , programming language
This study explores the use of multiple measures to enhance the validity and reliability of inferences about school and district effectiveness. Using data from the state of Ohio, a framework for combining measures is applied to examine the individual and collective impact of multiple measures on both the federal AYP designations and state ratings. Implications for the use of multiple measures to broaden the construct of district and school effectiveness, improve the acceptance and legitimacy of accountability programs, and promote desired outcomes are discussed.