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000859601 010__ $$a  2017003844
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000859601 020__ $$a0674976398$$q(hardcover)
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000859601 049__ $$aISEA
000859601 05000 $$aLA217.2$$b.S34 2017
000859601 08200 $$a370.11$$223
000859601 1001_ $$aSchneider, Jack$$c(Writer on education),$$eauthor.
000859601 24510 $$aBeyond test scores :$$ba better way to measure school quality /$$cJack Schneider.
000859601 264_1 $$aCambridge, Massachusetts :$$bHarvard University Press,$$c2017.
000859601 300__ $$a326 pages :$$billustrations ;$$c22 cm
000859601 336__ $$atext$$btxt$$2rdacontent
000859601 337__ $$aunmediated$$bn$$2rdamedia
000859601 338__ $$avolume$$bnc$$2rdacarrier
000859601 504__ $$aIncludes bibliographical references (pages 265-314) and index.
000859601 5050_ $$aIntroduction -- Wrong answer: standardized tests and their limitations -- Through a glass darkly: how parents and policymakers gauge school quality -- What really matters: a new framework for school quality -- But how do we get that kind of information? making use of new tools -- An information superhighway: making data usable -- A new accountability: making data matter -- Conclusion -- Postscript.
000859601 520__ $$aWhat makes a school a "good" school? It's hard to say, and our current methods of measuring school quality are crude and often misleading. Parents who face the problem of where to matriculate their children are often left to surf websites that only offer one or two metrics by which to measure school accomplishment. Or they ask around among neighbors, work colleagues, and so on; the problem, of course, is that nearly everyone thinks the school their children attend is a "good" school. Lawmakers and education reformers review spreadsheets containing data that only confirm what we already know: high average test scores, the metric most often used to indicate school quality, are merely a reflection of the socioeconomic status of students who attend the school. But which schools improve scores the most? Which are best at protecting kids from bullying and harassment? Which schools are best at science, at the arts? Which schools are best at preparing underserved groups for college and the job market? None of the metrics for school quality that are currently widely available are helpful at answering these questions. Schneider led a team of researchers who asked people what they thought made for a good school. The answers they provided sometimes aligned with the measures policymakers and researchers have deemed important--and sometimes not. Then they set out to design a new system for measuring school quality that would allow Americans to figure out which schools were good at doing what and how to hold schools accountable for improving outcomes.--$$cProvided by publisher.
000859601 650_0 $$aEducation$$xAims and objectives$$zUnited States.
000859601 650_0 $$aEducational accountability$$zUnited States.
000859601 650_0 $$aEducational tests and measurements$$zUnited States.
000859601 650_0 $$aEducation and state$$zUnited States.
000859601 85200 $$bgen$$hLA217.2$$i.S34$$i2017
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000859601 980__ $$aBIB
000859601 980__ $$aBOOK