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Exploring Models of School Performance: From Theory to Practice


by Kilchan Choi, Pete Goldschmidt & Kyo Yamashiro — 2005

Our purpose in this chapter is to present and discuss competing accountability approaches, or models, designed to systematically indicate how a school’s students are performing academically. Within the framework of the current federally mandated accountability legislation, increased interest in models measuring school performance has caused educational policymakers to consider several key issues.


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This article originally appeared as NSSE Yearbook Vol 104, No. 2.


Cite This Article as: Teachers College Record Volume 107 Number 14, 2005, p. 119-146
http://www.tcrecord.org ID Number: 18630, Date Accessed: 10/20/2017 9:20:54 PM

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About the Author
  • Kilchan Choi
    UCLA CRESST
    E-mail Author
    KILCHAN CHOI is a Senior Researcher and Project Director at the UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
  • Pete Goldschmidt
    UCLA CRESST
    E-mail Author
    PETE GOLDSCHMIDT is a Senior Researcher and Project Director at the UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
  • Kyo Yamashiro
    UCLA CRESST
    E-mail Author
    KYO YAMASHIRO is a Research Analyst at the UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
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