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Abstract Title: A Case Study of a School District Assessment System and its Correlation with Student Performance in Physical Sciences
Abstract: This study explores the relationship among several accountability measures in New York City public schools. The NYC Department of Education prepares a three-year Quality Review and annual Progress Report for each high school in the district. The New York State Education Department publishes student performance on Regents examinations in several content areas, including the physical sciences (physics, chemistry, Earth science). Science teacher certification data is also publicly available through the State. Statistical relationships among these variables will be explored to determine whether Quality Review and Progress Report scores are correlated to student performance in physical science and science teacher certification. From a policy perspective, school assessment measures have implications about the significance placed on physical science education in New York City schools.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Angela Kelly
Stony Brook University
092 Life Sciences
Stony Brook, NY 11794-5233
Phone: 862-224-2219
Co-Author(s)
and Co-Presenter(s)
Thea Charles, Stony Brook University
Minsu Ha, Stony Brook University
Keith Sheppard, Stony Brook University

Contributed Paper

Contributed Paper: Download the Contributed Paper