Rethinking Alternative Education Accountability Indicators: A Multilevel and Contextual Perspective

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dc.contributor.authorNewton, X.A.
dc.contributor.authorLohmeier, J.H.
dc.contributor.authorThompson, S.R.
dc.contributor.authorOh, B.
dc.contributor.authorDmello, J.R.
dc.contributor.authorTrainor, A.
dc.date.issued2022
dc.description.abstractSchool performance indicators commonly used for school accountability purposes (e.g., student attendance, achievement on standardized test scores, graduation rates) do not adequately reflect student progress in an alternative education context (Brewer et al., 2001; De Velasco & Gonzales, 2017; Rumberger & Palardy, 2005; Warren, 2016). Although proposals of alternative accountability indicators exist, these proposals rarely consider contextual indicators that are important for understanding the academic outcomes of students attending alternative schools. In this study, we argue for a multilevel and contextual perspective on alternative school accountability system just as some scholars in the education and health sectors have argued for a multilevel social–ecological framework for understanding individuals in context (Bronfenbrenner, 1977; Golden & Earp, 2012; Lemieux-Charles et al., 2003). We present our conceptualization (i.e., Multi-level Contextual School Accountability Framework) of what a comprehensive and fair accountability system might look like, based on reviews of existing literature and our evaluation of an alternative school's effort to transform into a full-servicecommunity school.
dc.description.statementofresponsibilityXiaoxia A. Newton, Jill Hendrickson Lohmeier, Shanna Rose Thompson, Bangsil Oh, Jared R. Dmello, Amanda Trainor
dc.identifier.citationPerformance Improvement Quarterly, 2022; 34(4):455-489
dc.identifier.doi10.1002/piq.21358
dc.identifier.issn0898-5952
dc.identifier.issn1937-8327
dc.identifier.orcidDmello, J.R. [0000-0001-8805-1061]
dc.identifier.urihttps://hdl.handle.net/2440/146021
dc.language.isoen
dc.publisherInternational Society for Performance Improvement
dc.rights© 2021 International Society for Performance Improvement.
dc.source.urihttp://dx.doi.org/10.1002/piq.21358
dc.subjectEducation; School performance; academic outcomes of students; alternative schools; school community
dc.titleRethinking Alternative Education Accountability Indicators: A Multilevel and Contextual Perspective
dc.typeJournal article
pubs.publication-statusPublished

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