Exploring the Limitations of Composite Accountability Indicators: A Longitudinal Analysis of Oklahoma's A–F School Grade System

• In Event: 18.029 - Alternative Approaches: Promoting Innovative and Multifaceted Methods for Evaluating School and Teacher Effectiveness

Abstract

In the majority of states, accountability under NCLB and NCLB waivers, has relied primarily on a composite indicator like an index score, an A-F grade, a star system, or some other qualitative descriptor to sort schools by different effectiveness levels. Proponents may laud the simplicity of using a recognizable, summative indicator to evaluate schools, but this simplicity comes at the expense of greater knowledge about school quality. As states transition to ESSA, the appropriateness of a single, composite indicator to sort schools is still very much in question. In this paper, we examine the limitations of using summative, composite indicators through an analysis of the Oklahoma’s A-F school grading system—a system which 15 other states also employ for school accountability.

Authors

• Timothy G. Ford, University of Oklahoma

• Curt M. Adams, University of Oklahoma

• Patrick B. Forsyth, University of Oklahoma

• Jordan Ware, University of Oklahoma

• Jentre J. Olsen, University of Oklahoma

• John A. Lepine, University of Oklahoma

• Laura L.B. Barnes, Oklahoma State University

• Jam Khojasteh, Oklahoma State University - Tulsa

• Mwarumba Mwavita, Oklahoma State University