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Dual Standards of School Performance and Funding? Empirical Searches of School Funding Adequacy in Kentucky and Maine
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Lee, Jaekyung – Education Economics, 2010
This study examines potential consequences of the discrepancies between national and state performance standards for school funding in Kentucky and Maine. Applying the successful schools observation method and cost function analysis method to integrated data-sets that match schools' eight-grade mathematics test performance measures to district…
Descriptors: Educational Finance, School Funds, National Standards, State Standards
Do National and State Assessments Converge for Educational Accountability? A Meta-Analytic Synthesis of Multiple Measures in Maine and Kentucky
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Lee, Jaekyung – Applied Measurement in Education, 2007
Given the policy imperative of using multiple measures for state education accountability under the No Child Left Behind Act (NCLB), this study examines similarities and discrepancies between the National Assessment of Educational Progress (NAEP) and the states' own math assessment results in Kentucky and Maine, with a focus on 3 major academic…
Descriptors: Academic Achievement, Federal Legislation, Achievement Gains, National Competency Tests
How Feasible Is Adequate Yearly Progress (AYP)? Simulations of School AYP "Uniform Averaging" and "Safe Harbor" under the No Child Left Behind Act
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Lee, Jaekyung – Education Policy Analysis Archives, 2004
The No Child Left Behind Act of 2001 (NCLB) requires that schools make "adequate yearly progress" (AYP) towards the goal of having 100 percent of their students become proficient by year 2013-14. Through simulation analyses of Maine and Kentucky school performance data collected during the 1990s, this study investigates how feasible…
Descriptors: Simulation, Federal Legislation, Educational Improvement, Federal Programs
Evaluating Rural Progress in Mathematics Achievement: Is "Adequate Yearly Progress" (AYP) Feasible, Valid, Reliable, and Fair? Working Paper.
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Lee, Jaekyung – 2003
The No Child Left Behind Act requires standards-based accountability for school districts and schools receiving Title I funds. A major component of this policy is to report whether districts and schools are making "adequate yearly progress" (AYP) based on their performance goals. This paper raises questions for rural schools using the…
Descriptors: Academic Standards, Accountability, Feasibility Studies, Grade 8