School Accountability System and School Ranking for Korean Schools: The Investigation on School Effects based on Educational Production Function and Hierarchical Linear Model
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This study investigated the effect of school accountability system, 'No Child Left Behind' in the United States in providing the necessary guidelines for its application to Korean schools from 2010. The KEEP(Korean Education and Employment Panel) data of 1780 students nested 99 schools was analyzed to identify real effects of Korean schools by employing educational production function and hierarchical linear model. Then, the correlation between the school ranking orders based on real school effects and mean scores of students achievement was yield. The results suggested that the school accountability system showed positive effects such as the improvement of achievement scores; but also brought forth the wash-back effect and gaming phenomenon across schools. Moreover, the correlation between real school effects and simple mean scores was relatively low, ranged from 0.4 to 0.5. These results implied that school effects were needed to be analyzed with the consideration of students characteristics, family background, school context, and school evaluation should be conducted by excluding exogenous factors.
Abstract
This study investigated the effect of school accountability system, 'No Child Left Behind' in the United States in providing the necessary guidelines for its application to Korean schools from 2010. The KEEP(Korean Education and Employment Panel) data of 1780 students nested 99 schools was analyzed to identify real effects of Korean schools by employing educational production function and hierarchical linear model. Then, the correlation between the school ranking orders based on real school effects and mean scores of students achievement was yield. The results suggested that the school accountability system showed positive effects such as the improvement of achievement scores; but also brought forth the wash-back effect and gaming phenomenon across schools. Moreover, the correlation between real school effects and simple mean scores was relatively low, ranged from 0.4 to 0.5. These results implied that school effects were needed to be analyzed with the consideration of students characteristics, family background, school context, and school evaluation should be conducted by excluding exogenous factors.
참고문헌 (49)
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