[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602260-105":3,"doc-detail-602260-en":85,"detail-sidebar-cat-0-en-105":102},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","beyond-the-school-building-examining-the-association-between-out-of-school-factors-and-multidimensional-school-grades-602260","Beyond the School Building - Examining the Association Between Out-of-School Factors and Multidimensional School Grades","","Many states use school performance letter grades to communicate school quality to the public, yet earlier research shows grades based mainly on proficiency measures often reflect variation in school and community demographics rather than true school effectiveness. This study evaluates whether multidimensional measures of school quality required under the Every Student Succeeds Act are less distorted by out-of-school factors than prior proficiency-based accountability. Using Florida school accountability grades with school and community demographic data, the analysis finds that over half of the variation in multidimensional quality measures is attributable to observable school- and county-level factors outside schools’ control. The results indicate misattribution even when multiple measures are used, while learning-gain subcomponents perform better than proficiency-based ones.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/beyond-the-school-building-examining-the-association-between-out-of-school-factors-and-multidimensional-school-grades-602260/602260/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/beyond-the-school-building-examining-the-association-between-out-of-school-factors-and-multidimensional-school-grades-602260/602260.png","ImageObject",300,407,{"name":42,"@type":43},"dawugda","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study address about school letter grades?","Question",{"text":63,"@type":64},"The study addresses that earlier research found proficiency-based grades often capture differences in demographics rather than true school quality.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the research test multidimensional school quality measures?",{"text":68,"@type":64},"It examines whether multidimensional measures required under the Every Student Succeeds Act are less confounded by out-of-school factors than traditional proficiency-based measures, using Florida accountability grades plus school and community demographic data.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main findings about the impact of out-of-school factors?",{"text":72,"@type":64},"More than half of the variation in multidimensional measures can be explained by observable school- and county-level factors outside schools’ control, and even multi-measure grades misattribute demographic and socioeconomic contributions.",{"name":74,"@type":61,"acceptedAnswer":75},"Which components of the multidimensional measures perform better?",{"text":76,"@type":64},"Subcomponents based on learning gains perform better than those based on proficiency.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},602260,1792211133,{"code":4,"msg":86,"data":87},"success",{"doc_id":83,"user_id":88,"nickname":42,"user_avatar":89,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":90,"file_id":91,"file_url":92,"file_type":93,"file_size":94,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":95,"language":96,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":97,"faqs":98,"seo_title":99,"seo_description":12,"update_tm":100,"read_time":101},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 32 Number 32 July 2, 2024 ISSN 1068-2341 |  |\n\nBeyond the School Building: Examining the Association Between Out-of-School Factors and Multidimensional School  \nGrades  \nNandrea Burrell  \n&  \nErica Harbatkin  \nFlorida State University  \nUnited States  \nCitation: Burrell, N., & Harbatkin, E. (2024). Beyond the school building: Examining the association between out-of-school factors and multidimensional school grades. Education Policy Analysis Archives, 32(32). [https://doi.org/10.14507/epaa.32.8497](https://doi.org/10.14507/epaa.32.8497)  \nAbstract: Many states report school performance grades as a way to inform the public about school quality. However, past research has shown that when these grades drew largely on proficiency-based measures, they served to capture variation in school and community demographics rather than school quality. We extend this literature by examining whether a multidimensional measure of school quality such as those required under the Every Student Succeeds Act is less confounded by out-of-school factors than the proficiency measures that characterized previous generations of accountability. Drawing on school accountability grades from Florida combined with school and community demographic data, we find that more than half the variation in multidimensional measures of school quality can be explained by observable school-and county-level factors outside the school’s locus of control. Together, our findings show that even school grades that draw on multiple measures misattribute the contribution of demographics and socioeconomics to school quality—but subcomponents based on learning gains perform better than those based on proficiency. We conclude with policy implications and recommend that states focus public reporting  \non school quality measures driven less by out-of-school factors and more by the school’s true contribution to student outcomes.  \nKeywords: accountability; educational indicators; education policy  \nMás allá del edificio escolar: Examen de la asociación entre factores extraescolares y resultados escolares multidimensionales  \nResumen: Muchos estados informan las calificaciones de desempeño escolar como una formade informar al público sobre la calidad de la escuela. Sin embargo, investigaciones anteriores handemostrado que cuando estos grados se basaron en gran medida en medidas basada s en el dominio, sirvieron para capturar la variación en la demografía de la escuela y la comunidad en lugar de la calidad de la escuela. Ampliamos esta literatura examinando si una medida multidimensional de la calidad de la escuela, como las requeridas por la Ley Every Student Succeeds, está menos confundida por factores extraescolares que las medidas de competencia que caracterizaron a las generaciones anteriores de rendición de cuentas. Basándonos en las calificaciones de responsabilidad escolar de Florida combinadas con datos demográficos de escuelas y comunidades, encontramos que más de la mitad de la variación en las medidas multidimensionales de calidad escolar puede explicarse por factores observables a nivel de escuela y condado fuera del locus de control de la escuela. En conjunto, nuestros hallazgosmuestran que incluso los grados escolares que se basan en múltiples medidas atribuyen erróneamente la contribución de la demografía y la socioeconomía a la calidad de la escuela, pero los subcomponentes basados en avances en el aprendizaje obtienen mejores resultados que aquellos basados en el dominio. Concluimos con las implicaciones políticas y recomendamosque los estados centren los informes públicos en medidas de calidad escolar que se basen menos en factores extraescolares y más en la verdadera contribución de la escuela a los resultados de los estudiantes.  \nPalabras-clave: rendición de cuentas; indicadores educativos; política educa","cbCaif1ze9NT5yFG","https://ap.wps.com/l/cbCaif1ze9NT5yFG","pdf",631612,36,"English","# Abstract\n## Purpose and context\n## Data and methods\n## Findings\n## Policy implications","[{\"question\":\"What problem does the study address about school letter grades?\",\"answer\":\"The study addresses that earlier research found proficiency-based grades often capture differences in demographics rather than true school quality.\"},{\"question\":\"How does the research test multidimensional school quality measures?\",\"answer\":\"It examines whether multidimensional measures required under the Every Student Succeeds Act are less confounded by out-of-school factors than traditional proficiency-based measures, using Florida accountability grades plus school and community demographic data.\"},{\"question\":\"What are the main findings about the impact of out-of-school factors?\",\"answer\":\"More than half of the variation in multidimensional measures can be explained by observable school- and county-level factors outside schools’ control, and even multi-measure grades misattribute demographic and socioeconomic contributions.\"},{\"question\":\"Which components of the multidimensional measures perform better?\",\"answer\":\"Subcomponents based on learning gains perform better than those based on proficiency.\"}]","Beyond the School Building - Examining the Association Between Out-of-School Factors and Multidimensional School Grades | PDF",1792094353,91,{"code":4,"msg":86,"data":103},[104,108,112,116,121,126,131,134,139,142,146],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":114,"slug":115},"Exam",70,"exam",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},5,"Comic",60,"comic",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},6,"Technology",50,"technology",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":129,"slug":130},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":132,"slug":133},30,"research-report",{"id":135,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":137,"slug":138},9,"Religion & Spirituality",20,"religion-spirituality",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":137,"slug":141},"World Cup","world-cup",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":143,"slug":145},10,"Lifestyle","lifestyle",{"id":147,"doc_module":4,"doc_module_name":25,"category_name":148,"show_sort_weight":117,"slug":149},19,"General","general"]