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Measuring What Matters: A Policy Ana...

Shadwick, Steven DeAndre,

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Measuring What Matters: A Policy Analysis of Statewide Accountability Systems Through the Lens of College and Career Readiness /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Measuring What Matters: A Policy Analysis of Statewide Accountability Systems Through the Lens of College and Career Readiness // Steven DeAndre Shadwick.
Author:	Shadwick, Steven DeAndre,
Description:	1 electronic resource (110 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
Subject:	Education policy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31934263
ISBN:	9798280761407

Measuring What Matters: A Policy Analysis of Statewide Accountability Systems Through the Lens of College and Career Readiness /
Shadwick, Steven DeAndre,

Measuring What Matters: A Policy Analysis of Statewide Accountability Systems Through the Lens of College and Career Readiness /Steven DeAndre Shadwick. - 1 electronic resource (110 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

A disconnect exists between statewide accountability systems and college and career readiness (CCR) outcomes measured by the ACT and SAT. The goal of a statewide accountability system is to enable, implement, and support success for all students in areas that demonstrate high academic achievement through federal- and state-mandated metrics. Under the Every Student Succeeds Act (2015), states have been granted flexibility in how to measure CCR via a number of School Quality and Student Success (SQSS) indicators. Through a quantitative correlational design, data were collected from 44 states with ACT and SAT participation rates ≥ 90%, ≤ 10% or closest to 50%. The dependent variable was state ACT and SAT test averages for 2023 graduates. The independent variables were College and Career Readiness Accountability Scores (CCRAS) collected from a matrix developed from Conley's (2012) four key areas of college and career readiness and SQSS indicators. Results indicate statistically significant, though weak, positive correlations between ACT test averages and postsecondary opportunities offered through accountability policies (r = 0.367, p < 0.05), as well as between SAT test averages and advanced coursework/CTE experiences (r = 0.329, p < 0.05). Additionally, multiple linear regression analysis showed that CCR activities fostering real world opportunities accounted for 11.4% of the variance in ACT test averages. These findings are a start in uncovering the importance of balancing college entrance exam scores, access to postsecondary pathways for all students, and the power of policy. Future research should explore the success of students following high school graduation and the multiple factors that impact and strengthen this evidence.

English

ISBN: 9798280761407Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Accountability

Measuring What Matters: A Policy Analysis of Statewide Accountability Systems Through the Lens of College and Career Readiness /
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520 $a A disconnect exists between statewide accountability systems and college and career readiness (CCR) outcomes measured by the ACT and SAT. The goal of a statewide accountability system is to enable, implement, and support success for all students in areas that demonstrate high academic achievement through federal- and state-mandated metrics. Under the Every Student Succeeds Act (2015), states have been granted flexibility in how to measure CCR via a number of School Quality and Student Success (SQSS) indicators. Through a quantitative correlational design, data were collected from 44 states with ACT and SAT participation rates ≥ 90%, ≤ 10% or closest to 50%. The dependent variable was state ACT and SAT test averages for 2023 graduates. The independent variables were College and Career Readiness Accountability Scores (CCRAS) collected from a matrix developed from Conley's (2012) four key areas of college and career readiness and SQSS indicators. Results indicate statistically significant, though weak, positive correlations between ACT test averages and postsecondary opportunities offered through accountability policies (r = 0.367, p < 0.05), as well as between SAT test averages and advanced coursework/CTE experiences (r = 0.329, p < 0.05). Additionally, multiple linear regression analysis showed that CCR activities fostering real world opportunities accounted for 11.4% of the variance in ACT test averages. These findings are a start in uncovering the importance of balancing college entrance exam scores, access to postsecondary pathways for all students, and the power of policy. Future research should explore the success of students following high school graduation and the multiple factors that impact and strengthen this evidence.
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653 $a SAT
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