The Effect of Changing Racial/Ethnic Classifications on Publicly Reported Student Outcomes

• In Event: Poster Session 4
  In Poster Session: A Miscellany of Accountability Issues: Value-Added Model Assumptions, Special Education, Growth, and Racial/Ethnic Classifications

Abstract

This study examined the effect of federally-mandated changes in the collection and reporting of racial and ethnic data on publicly reported student outcomes under the No Child Left Behind Act of 2001. Using data from a large southeastern school district, year-to-year changes in multiple indicators, including achievement and graduation rates, appear to be significantly attributable to individual students moving from one racial/ethnic group to another following implementation of the federal directive rather than “actual” changes in student outcomes. Results are discussed with respect to best practices in public reporting and transparency of educational outcome data.

Author

• Bradley J. McMillen, Wake County Public School System