Notes
Slide Show
Outline
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Is Testing Enough?
Assessing the Elementary and Secondary
Education Act (ESEA) of 2001

Richard Costanzo, Ph.D.
February 6, 2003
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Contents
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PART 1:  A Model of Accountability
for Assessing the Success of ESEA
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Steps on the Path to Accountability
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The Meaning of Success
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ESEA Assumptions
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Is Motivation a Sufficient Condition for Success?
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Are Some Changes Beyond the School’s Control?
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Interventions by the Educational System
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PART 2:  Facts About Student Achievement from the Department of Education and The U.S. Census
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An Alternative Measure of Success
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High-School and School District Demographics
  • This study looks at the nearly 9,937 U.S. school districts for which data on the number and ethnic group of students in grades 9 through 12 is reported for the 2000-2001 school year.
  • The table shows that there is a great deal of diversity in the demographics of high school students in the U.S.  While 68% of districts have at least one Hispanic high school student, only 9% have 100 or more Hispanics.
  • Not only are there great differences in ethnic composition of students, but there is also great variation in the demographics of the districts themselves.  The median number of schools in a district is only 3, but one district, New York City, has 1213 schools; median family income across districts also varies enormously.
  • All of this diversity makes the analysis of outcomes more complex.
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Intervening Factors: Demographic
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Demographic Variables and Student Achievement
  • Some demographic variables reveal only modest differences in graduation rates when the entire population of school districts is examined.


  • Overall differences by gender are four percentage points and only one percentage point for median family income of the district.
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Demographic Variables and Student Achievement
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Intervening Factors: School System Interventions
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Are Student-Teacher Ratios Related to Graduation Rates?
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Decreasing the Gap in Graduation Rates - Females
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Decreasing the Gap in Graduation Rates - Males
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PART 3:  Policy Considerations and Conclusions
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Implications
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Final Issues & Questions
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References and Notes
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References and Notes
  • U.S. Census. Fact Finder. Detailed Census 2000 Summary File 3, at   http://factfinder.census.gov/servlet/DTGeoSearchByListServlet?ds_name=DEC_2000_SF3_U&_lang=en&_ts=59274678718.
  • Winter, Greg.  “More Schools Rely on Tests, but Study Raises Doubts,”  New York Times at http://www.nytimes.com/2002/12/28/education/28EXAM.html


  • NOTE:  Raw data tables in Excel format are available from rex@costanzo.org