Improving the Identification of Schools for Chapter 1 Program Improvement.

摘要: Technical problems with norm-referenced achievement testing that can lead to the erroneous evaluation of schools for Chapter 1 Program improvement is discussed, and an alternative model presented. The history policies briefly reviewed, are explored. Data from a large urbcn district extensive system Iowa Test Basic Skills used demonstrate way in which regression bias unintended consequences impair validity identification scheme. An model, based on item response theory, proposed would allow develop their own assessment devices. To avoid inequities, ideal require receiving funds administer two tests students, locally developed state test. Federal government could establish criteria program school meet, such as 75% students attaining school's standards, test ensure standards were appropriate. (Contains 19 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS best be made original document. U D DEPARTMENT Of EDUCATION Office 01 Educet,c.,s1 RSOCCh Improvement EDUCATIONAL RC SOURCES INFORMATION CENTER (MCI (1,11/us document has been reproduced received (rom person 0tganstatton onginal.n42 .1 CI Minor changes have mad* improve reproduction Ouaaly P0onts new or opo,ons siated m IrnsdOCu men! 00 not necesSaniy represent (Acta! OE RI pOSlion POI Cy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY A ERO/Li /716A57%.10Z) THE RESOURCES tERICI Improving Identification Schools