Our purpose in this report is to present and discuss competing accountability approaches, or models, designed to systematically indicate how a school’s students are performing academically. Within the framework of the current federally mandated accountability legislation, increased interest in models measuring school performance has caused educational policymakers to consider several key issues. These issues include whether results from different accountability models yield different inferences about a school’s performance; what assumptions underlie each of the models; how different models are implemented; and ultimately which model is best suited for a particular context. We address these issues by building a framework for accountability models and then explicitly comparing and contrasting these competing models. In order to
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Choi et al. (2005) studied this question.
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