How Does a Principal Use Kentucky's High Stakes Assessment To Monitor and Improve Student Learning?
Annual Meeting of the American Educational Research Association
This paper explores Kentucky's Education Reform Act (KERA) for improving at-risk students' scores to see if the strategies in one middle school improved standardized and state-performance-based assessment results. The study encompasses two purposes: to use a forced-entry regression model to detect which independent variables were predictors of success for "at-risk" students on the Kentucky Instructional Results Information System (KIRIS), and to offer an analytic model for principals to use in examining the impact of specific school reform initiatives and selected intervention strategies. The paper offers a literature review that discusses Effective Schools research, explains the background for KERA and KIRIS, and then describes the basis for the specific strategies addressed in a particular school for improving at-risk students' scores. Results indicate a surprising contrast between two remedial programs: Title I and ESS. The paper presents two models that could be imitated by other schools and school councils in examining strategies for improving school results.
Cobb, Ora Jr; Lindle, Jane Clark; and Rinehart, James S., "How Does a Principal Use Kentucky's High Stakes Assessment To Monitor and Improve Student Learning?" (1998). Publications. 18.