Title

A Comparison of a Value-Added Status Model Versus a Value-Added Growth Model for Identifying High Performing Maine Middle Schools

Author

Ida A. Batista, University of Southern Maine, Muskie School of Public Service

Date of Award

Spring 2014

Document Type

Capstone

Degree Name

Master of Public Policy and Management (PPM)

Department

Public Policy and Management

First Advisor

Josephine LaPlante

Keywords

No Child Left Behind, student proficiency, Muskie School of Public Service

Abstract

This study focuses on the model developed for funding purposes since it is a high stake identification and has been the consistent method used for funding purposes within the state for at least the last ten years. The purpose of this study is to explore identification of higher performing Maine middle schools (grade 6 – grade 8) using student longitudinal data in a growth model evaluating growth versus the current value-added model of identification.

Recommended Citation

Batista, Ida A., "A Comparison of a Value-Added Status Model Versus a Value-Added Growth Model for Identifying High Performing Maine Middle Schools" (2014). Muskie School Capstones and Dissertations. 84.
https://digitalcommons.usm.maine.edu/muskie_capstones/84