Techreport,
Using a Longitudinal Student Tracking System to Improve the Design for Public School Accountability in California
School of Education, Stanford University, (August 2005)
Abstract
This discussion paper considers possible state accountability designs, especially "ValueAdded Models" relying on the California Longitudinal Pupil Achievement Data System (CALPADS). It is intended for a general audience of educational professionals and policy makers, and to inform the deliberations of the PSAA Advisory Committee. Technical challenges are described but are not discussed in depth. Three basic state accountability designs are distinguished and their strengths and weaknesses are briefly described. The paper concludes, as have other studies of the issue, that accountability designs based on tracking individual students' gains have sufficient promise and potential to warrant continued investigation. However, substantial technical hurdles stand in the way of statewide implementation within the next few years, especially for high-stakes accountability purposes in a state as big and complex as California. As with many technical innovations, while potential benefits are real, they may fall well short of some popular claims and expectations.
