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This study tests how adding student survey results affects state accountability determinations by reconstructing Massachusetts’s accountability system. Using a distinctive set of student survey data and adding it to the state’s formula at the maximum feasible dosage, the study estimates new school ratings. Results show small but meaningful shifts in ratings, improved functional validity, moderate correlations with test score growth, and no prediction by student demographic variables.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adding-student-voice-to-the-mix-perception-surveys-and-state-accountability-systems/591091/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adding-student-voice-to-the-mix-perception-surveys-and-state-accountability-systems/591091.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about student perception surveys?","Question",{"text":112,"@type":113},"It examines how including student survey results may alter state accountability determinations and what new perspective the survey data provide on schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the Massachusetts accountability system reconstructed in the study?",{"text":117,"@type":113},"The study recreates the state’s formula, including student standardized test scores, a student growth percentile score, and chronic absenteeism, and then adds student survey data at the maximally feasible dosage to estimate new school ratings.",{"name":119,"@type":110,"acceptedAnswer":120},"What main effects do the student survey results have on accountability ratings?",{"text":121,"@type":113},"The survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity, correlating moderately with test score growth while not being predicted by student demographic variables.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591091,1792889278,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–18 DOI: 10. 1177/2332858421990729  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nAdding “Student Voice” to the Mix: Perception Surveys and State  \nAccountability Systems  \nJack Schneider  \nUniversity of Massachusetts Lowell  \nJames Noonan  \nSalem State University  \nRachel S. White  \nOld Dominion University  \nDouglas Gagnon  \nSRI International  \nAshley Carey  \nUniversity of Massachusetts Lowell  \nFor the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.  \nKeywords: accountability, school effectiveness, educational policy  \nDriven in large part by No Child Left Behind, present state accountability systems developed in a relatively narrow and largely homogenous fashion, focusing chiefly on student standardized test scores. Accountability formulations have evolved over the past two decades; in addition to test-based proficiency rates, which capture the percentage of students scoring at or above benchmarks, a majority of state systems now include growth scores that incorporate students’ prior achievement as well as other academic metrics such as highschool graduation rates. Additionally, when the Elementary and Secondary Education Act was reauthorized in 2015 asthe Every Student Succeeds Act (ESSA), the law directed states to incorporate one “non-academic” measure into their systems (Every Student Succeeds Act, 2015) . Still, ESSA required that academic measures continue to be given “much  \ngreater weight” in accountability determinations. As a result, state accountability formulas remain heavily tilted toward student standardized test scores.  \nIn response to the perceived narrowness of these measures, many have pushed for further revisions to state accountability systems. Such a push has come from multiple constituencies. Scholars have made the case for a broader set of measures (Rothstein et al., 2008; Schneider, 2017), while documenting the unintended consequences of narrowly tailored systems (Booher-Jennings, 2005; Dee et al., 2013; Jennings & Bearak, 2014) . Journalists have detailed the gaming and abuse of these systems (Aviv, 2014; Layton, 2013; Leung, 2004) . Parents have articulated a desire for more comprehensive information (Richardson & Bushaw, 2015) . And educators have made the case that evidence-  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nSchneider et al.  \nbased decision making within schools is limited by the available data (Vanlommel & Schildkamp, 2019) .  ","cbCaiaZuglIt3tMN","https://ap.wps.com/l/cbCaiaZuglIt3tMN","pdf",7282444,18,"English","# Introduction\n## Student perception surveys and state accountability\n# Study aims and approach\n## Research questions\n## Reconstructing Massachusetts’s accountability formula","[{\"question\":\"What does the study examine about student perception surveys?\",\"answer\":\"It examines how including student survey results may alter state accountability determinations and what new perspective the survey data provide on schools.\"},{\"question\":\"How is the Massachusetts accountability system reconstructed in the study?\",\"answer\":\"The study recreates the state’s formula, including student standardized test scores, a student growth percentile score, and chronic absenteeism, and then adds student survey data at the maximally feasible dosage to estimate new school ratings.\"},{\"question\":\"What main effects do the student survey results have on accountability ratings?\",\"answer\":\"The survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity, correlating moderately with test score growth while not being predicted by student demographic variables.\"}]","Adding “Student Voice” to the Mix: Perception Surveys and State Accountability Systems | PDF",1792071103,45]