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Drawing on organizational effectiveness theory and Washington State longitudinal data, the study illustrates multidimensional performance and varying measurement properties. It also shows that higher-performing schools may exhibit larger disparities for historically underserved students of color. Performance measures additionally have time-series properties, requiring ongoing support for effective local use to promote student success.",{"@graph":14,"@context":72},[15,34,55],{"@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 & 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University  \nVolume 28 Number 89 June 8 , 2020 ISSN 1068-2341  \nThe Multidimensionality of School Performance: Using Multiple Measures for School Accountability and  \nImprovement  \nMin Sun 1  \nUniversity of Washington  \nUnited States  \nAlec I. Kennedy  \nSan Francisco Unified School District  \nUnited States  \n&  \nEric M. Anderson  \nSeattle Public Schools  \nUnited States  \nCitation: Sun, M., Kennedy, A. I., & Anderson, E. M. (2020) . The multidimensionality of school performance: Using multiple measures for school accountability and improvement. Education Policy  \nAnalysis Archives, 28(89). [https://doi.org/10.14507/epaa.28.4689](https://doi.org/10.14507/epaa.28.4689)  \nAbstract: The Every Student Succeeds Act of 2015 grants states and districts the flexibility to use multiple measures to assess school performance and strategically manage public schools for improvement in the United States. However, there is a lack of systematic,  \n1 Min Sun’s efforts on this study is supported by a grant from the National Science Foundation under Grant No. DRL-1506494. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.  \nevidence-based guidance for practitioners on how to interpret the complex relationships between these multiple measures. Drawing on the organizational management literature on the multidimensionality of organizational effectiveness, along with longitudinal data from Washington State, we illustrate the multidimensionality of school performance and different measurement properties of school performance data. We also find that schools that are higher performing in terms of students’ average scale scores and average growth percentiles in some cases have larger disparities in these same measures between historically underserved students of color and their peers than lower performing schools do. Moreover, these performance measures have time-series properties. The complexity of school performance measurement systems calls for continuous support for local educators to appropriately use school performance data to promote student success.  \nKeywords: school performance; school accountability; school improvement; multidimensionality; multiple measures  \nLas múltiples dimensiones del rendimiento escolar: Uso de múltiples medidas para la rendición de cuentas y la mejora de las escuelas  \nResumen: The Every Student Succeeds Act of 2015 permite estados y distritos de los Estados Unidos la flexibilidad de utilizar múltiples medidas para evaluar el rendimientoescolar y administrar estratégicamente las escuelas públicas para mejorar. Sin embargo, existe una falta de orientación sistemática y basada en la evidencia para los profesionales sobre cómo interpretar las complejas relaciones entre estas medidas múltiples. Basándonosen la literatura sobre efectividad organizacional, junto con datos longitudinales del estado de Washington, ilustramos las múltiples dimensiones del rendimiento escolar y las diferentes propiedades de medición de los datos sobre el rendimiento escolar. Encontramos que las escuelas con un rendimiento más alto en términos de puntajes deescala promedio de los estudiantes y percentiles de crecimiento promedio en algunos casos tienen mayores disparidades en estas mismas medidas entre los estudiantes de color y sus compañeros que las escuelas con un rendimiento más bajo. Estas medidas de rendimiento también tienen propiedades de series temporales. La complejidad de los sistemas que miden el rendimiento escolar requiere un apoyo continuo para que los educadores locales utilicen adecuadamente los datos para promover el éxito de los estudiantes.  \nPalabras-clave: rendimiento escolar; rendición de cuentas escolar; mejora escolar; multidimensionalidad; medidas múltiples  \nAs múltiplas d","cbCaid89QADkRjjT","https://ap.wps.com/l/cbCaid89QADkRjjT","pdf",1015040,39,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What does ESSA allow states and districts to do regarding school performance assessment?\",\"answer\":\"ESSA allows states and districts to use multiple measures to assess school performance and strategically manage public schools for improvement.\"},{\"question\":\"What guidance gap does the study identify for practitioners?\",\"answer\":\"The study notes a lack of systematic, evidence-based guidance for interpreting the complex relationships among multiple performance measures.\"},{\"question\":\"How does the study describe the relationship between performance level and disparities for underserved students of color?\",\"answer\":\"In some cases, schools with higher average scale scores and growth percentiles show larger disparities on the same measures between historically underserved students of color and their peers than lower-performing schools.\"}]","The Multidimensionality of School Performance - Using Multiple Measures for School Accountability and Improvement | PDF",1792093775,98]