Access the full text.
Sign up today, get DeepDyve free for 14 days.
J. Jurečková (2006)
Quantile RegressionJournal of the American Statistical Association, 101
(2008)
Toward a normative understanding of student growth
(2007)
On NCLB, equal educational opportunity and closing achievement
(2002)
December). Determining the reliability of school scores (Tech
D. Ballou, W. Sanders, P. Wright (2004)
Controlling for Student Background in Value-Added Assessment of TeachersJournal of Educational and Behavioral Statistics, 29
W. Yen (2007)
Vertical Scaling and No Child Left Behind
J. Singer, J. Willett (2003)
Applied Longitudinal Data Analysis
Ying Wei, Xuming He (2006)
Conditional growth chartsAnnals of Statistics, 34
D. Rubin, E. Stuart, Elaine Zanutto (2004)
A Potential Outcomes View of Value-Added Assessment in EducationJournal of Educational and Behavioral Statistics, 29
S. Raudenbush (2006)
Raudenbush Practice ? What Are Value-Added Models Estimating and What Does This Imply for Statistical
(2006)
Council of Chief State School Officers (CCSSO)
W. Angoff (1974)
Criterion-Referencing, Norm-Referencing, and the SAT.College Board Review
Jr. Harrell (2001)
Regression Modeling Strategies: With Applications to Linear Models, Logistic Regression, and Survival Analysis
R. Linn, E. Baker, Damian Betebenner (2002)
Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001Educational Researcher, 31
K. Strike (1982)
Educational policy and the just society
S. Raudenbush (2004)
What Are Value-Added Models Estimating and What Does This Imply for Statistical Practice?Journal of Educational and Behavioral Statistics, 29
E. Walker (2003)
Regression Modeling StrategiesTechnometrics, 45
N. Dorans, Mary Pommerich, P. Holland (2007)
Linking and aligning scores and scales
R. Koenker (2005)
Quantile Regression: Name Index
Annual student achievement data derived from state assessment programs have led to widespread enthusiasm for statistical models suitable for longitudinal analysis. The current policy environment's adherence to high stakes accountability vis‐à‐vis No Child Left Behind (NCLB)'s universal proficiency mandate has fostered an impoverished view of what an examination of student growth can provide. To address this, student growth percentiles are introduced supplying a normative description of growth capable of accommodating criterion‐referenced aims like those embedded within NCLB and, more importantly, extending possibilities for descriptive data use beyond the current high stakes paradigm.
Educational Measurement: Issues and Practice – Wiley
Published: Dec 1, 2009
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.