School Audits and School Improvement: Exploring the Variance Point Concept in Kentucky
DOI:
https://doi.org/10.22230/ijepl.2011v6n1a255Keywords:
accountability, school improvement, school auditsAbstract
As a diagnostic intervention (Bowles, Churchill, Effrat, & McDermott, 2002) for schools failing to meet school improvement goals, Ken-tucky used a scholastic audit process based on nine standards and 88 associated indicators called the Standards and Indicators for School Improvement (SISI). Schools are rated on a scale of 1–4 on each indicator, with a score of 3 considered as fully functional (Kentucky De-partment of Education [KDE], 2002). As part of enacting the legislation, KDE was required to also audit a random sample of schools that did meet school improvement goals; thereby identifying practices present in improving schools that are not present in those failing to improve. These practices were referred to as variance points, and were reported to school leaders annually. Variance points have differed from year to year, and the methodology used by KDE was unclear. Moreover, variance points were reported for all schools without differentiating based upon the level of school (elementary, middle, or high). In this study, we established a transparent methodology for variance point determination that differentiates between elementary, middle, and high schools.Downloads
Published
2011-01-18
How to Cite
Lyons, R., & Barnett, D. (2011). School Audits and School Improvement: Exploring the Variance Point Concept in Kentucky. International Journal of Education Policy and Leadership, 6(1). https://doi.org/10.22230/ijepl.2011v6n1a255
Issue
Section
Policy
License
Copyright (c) 2015 Robert Lyons, David Barnett
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.