Abstract
The COVID-19 pandemic disrupted many school accountability systems that rely on student-level achievement data. Many states encountered uncertainty about how to meet federal accountability requirements without typical school data. Prior research provides evidence that student achievement is correlated to students’ social background, which raises concerns about the predictive bias of accountability systems. This mixed-methods study (a) examines the predictive ability of non-achievement-based variables (i.e., students’ social background) on school districts' report card letter grade in Ohio, and (b) explores educators' perceptions of report card grades. Results suggest that social background and community demographic variables have a significant impact on measures of school accountability.
Recommended Citation
Folger, Timothy D. and Conway Roberts, Audrey
(2022)
"Examining School Accountability: Discriminating Schools' A-F Report Card Grades,"
Mid-Western Educational Researcher: Vol. 34:
Iss.
3, Article 5.
Available at:
https://scholarworks.bgsu.edu/mwer/vol34/iss3/5
