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NCLB and Adequate Yearly Progress The law stipulates that the measure of Adequate Yearly Progress (AYP) include both student performance on assessments and other non-assessment academic indicators. For instance, Michigan incorporates: • Student performance on standardized tests, • High school graduation rates (80%) • Elementary and middle school attendance rates (90%) Assessment measures of AYP dominate state accountability systems. For a school to demonstrate AYP, all students and specified student subgroups must meet all AYP targets for each component. 4
The Demands of NCLB NCLB pushed change at all levels (states, districts, schools, and classrooms) in substantial ways; for example, • Organizational and administrative changes to support AYP measurement and tracking • Given the high-stakes nature of the law, NCLB influences pedagogical and curricular choices in the classroom • The development of accountability systems required states to address a substantial number of technical and/or methodological challenges. 5
Page 1 and 2: An Alternate Estimate of AYP A Fora
Page 3: NCLB and Adequate Yearly Progress
Page 7 and 8: To Facilitate the Present Discussio
Page 9 and 10: State Solutions for Classification
Page 11 and 12: The Challenge of Heterogeneity The
Page 13 and 14: A Conventional Estimator of AYP Sta
Page 19 and 20: Conventional Estimation of AYP Unce
Page 21 and 22: Conventional Estimation of AYP Unce
Page 23 and 24: A Bayes Estimator of AYP Status Fi
Page 25 and 26: A Bayes Estimator of AYP Status Th
Page 27 and 28: Performance of the Estimators 27
Page 29 and 30: Flexibility of the Bayes Estimator
Page 31 and 32: References Brennan, R. L. and Kane,
Page 33: Software for Bayesian Approach App

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