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A COMPARISON OF VALUE-ADDED, ORDINARY LEAST SQUARES
REGRESSION, AND THE CALIFORNIA STAR ACCOUNTABILITY INDICATORS
by
Aime Black
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Aime Black
Object Description
| Title | A comparison of value-added, orginary least squares regression, and the California Star accountability indicators |
| Author | Black, Aime |
| Author email | aime.black220@gmail.com;aimeblac@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-01-30 |
| Date submitted | 2012-04-24 |
| Date approved | 2012-04-25 |
| Restricted until | 2012-04-25 |
| Date published | 2012-04-25 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Polikoff, Morgan Seder, Richard |
| Abstract | Current models of evaluation and accountability utilize varying unadjusted measures of student achievement to reward or sanction schools. These unadjusted accountability indicators do not account for differences in student or school characteristics that contribute to variations in assessment results. Since the Coleman Report (1966), a guiding principle in accountability design has been that educational outcomes data should be used only after the effects of institutional characteristics have been statistically removed. Such indices are called adjusted indicators, where an adjustment is either statistical or through aggregation. ❧ The purpose of this study is to analyze the reliability (internal consistency and test-retest) and validity (discriminant, convergent, and concurrent) of six available accountability indicator systems: (a) API improvement scores, (b) APISED scores (SED = socioeconomically disadvantaged), (c) similar schools scores, (d) LA Times value-added scores, (e) academic growth over time (AGT) value-added scores (ELA and math), and (f) adjusted normal curve equivalent (ANCE) scores (ELA and math). Each system has been proposed as adjuncts to the currently operationalized school status (average achievement) scores. ❧ The population included all K-5 elementary schools in LAUSD; specifically grades 2 through 5 for the 2009 and 2010 school years. There were approximately 430 schools and their teachers included in this research study. ❧ An initial analysis indicated that unadjusted variables of student achievement were highly correlated to each other and notably and significantly linked to poverty status. In particular, the NCLB status model indicator, the Adequate Yearly Progress (AYP), and the PSAA improvement model indicator, the Academic Performance Index (API), which are used as primary indicators in the California accountability systems to hold schools accountable, were substantially correlated to socioeconomic status. ❧ Subsequent to the initial analysis, the reliability and validity of the six different adjusted accountability indicator systems were investigated. A first conclusion is that the only justifiable methods for evaluating schools are ANCE scores and similar school scores that have been adjusted for institutional characteristics using ordinary least squares (OLS) regression. Of the two justifiable methods, ANCE scores can be disaggregated into ELA and math components and therefore are preferred. ❧ The third phase of this study examined the reliability (internal consistency and test-retest stability) and the validity (discriminant and concurrent) of adjusted grade Level equivalent (AGLE) scores. AGLE scores are grade level ANCE scores in ELA and math that have been adjusted for institutional characteristics using ordinary least squares (OLS) regression. Results from this study suggested that AGLE scores are reliable and valid for use in holding grade-level teams, which are ignored under NCLB and PSAA, accountable for enhanced learning outcomes. Furthermore, AGLE scores can be simply averaged to generate reliable and valid school composite scores in an NCE metric. |
| Keyword | value-added; accountability; evaluation; accountability indicators; ordinary least squares regression; student assessment scores |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Black, Aime |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-BlackAime-639.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | A COMPARISON OF VALUE-ADDED, ORDINARY LEAST SQUARES REGRESSION, AND THE CALIFORNIA STAR ACCOUNTABILITY INDICATORS by Aime Black A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2012 Copyright 2012 Aime Black |
