Improving School Aggregate Scores by Accounting for Missing Student Achievement Data

• In Event: Alternative Ways of Estimating Performance in Large Scale Assessments

Abstract

For ESSA reporting, states routinely exclude nonparticipating students when calculating school aggregates of student achievement scores. However, depending on the nature of the nonparticipation (e.g., student opt-out), the aggregates may be biased. This study proposes multiple imputation to account for missing student data and improve the accuracy of school aggregates.

Author

• Scott Monroe, UMASS AMHERST