The Indiana state -mandated accountability system examined with respect to the relationship between socioeconomic status and student achievement
Abstract
Expressed concern regarding the improvement of student achievement, as well as efforts to address the concern through school improvement planning, are major tenets of federal and state legislated school accountability efforts. The measure of improvement in student achievement is to be demonstrated through performance on selected standardized tests. Various states have adopted initiatives to address improvement of student learning and the overall quality of schooling. Passed by the General Assembly in 1999, the school accountability program in the State of Indiana is Public Law 221. This law mandates improvement in variables as measured on the Indiana Statewide Test for Educational Progress-Plus (ISTEP+). These variables include English/language arts, mathematics, and school attendance and graduation rates. In addition, a Graduation Qualifying Examination (GQE) is a key component of the overall initiative. Not measured within the contest and provisions of Public Law 221 are other variables which research indicates are contributors to levels of student achievements. One such variable that impacts student learning is socioeconomic status. This study was undertaken to more closely examine this variable and its relationship with student achievement. Further, it explored this variable as part of a research team project. Three other researchers are examining three additional variables that impact student achievement. These are identified in sections of this study.
Degree
Ph.D.
Advisors
McInerney, Purdue University.
Subject Area
School administration
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