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School rankings and student demographics : an investigation into the Fraser Institute School Reports 2011

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TEMPLATE DESIGN © 2008 School Rankings and Student Demographics: An Investigation into the Fraser Institute School Reports Tamara L. Clothier Measurement, Evaluation, and Research Methodology University of British Columbia Introduction School Choice •  School choice is the ability for parents to select which school they want their child to attend. In theory, it allows parents to choose the ‘best’ school for their child. •  Advocates for school choice model argue that competition between schools will inspire educational change and encourage schools to be more productive (Hoxby, 2003). •  Critics argue that school choice policies increases social and racial differences, providing greater opportunities for affluent, Eurocentric students (Leithwood, 2001). •  In America, school choice ideology has lead to charter schools and voucher programs, while in Canada it has manifested as the publication of assessment results and school rankings (Froese- Germain, 2004). Research Questions •  How do student demographics affect the Fraser Institute’s elementary school ratings? o  What is the effect of average parental income and proportion of English as a Second Language (ESL) students on the rating? Methods Results Conclusion Literature Cited Contact information Fraser Rankings •  Each year, the Fraser Institute publishes the Report Card on British Columbia’s Elementary Schools, in which schools are rated and ranked according to ‘achievement and effectiveness’ (Report Card on British Columbia’s Elementary Schools, 2010). •  The Institute has been criticized for constructing indictors of school effectiveness without actually visiting schools or talking with educational stakeholders (Corbett, 2008). •  High rankings have been associated with private schools that serve affluent students who speak English as a first language (Shaker, 2004). •  A strong relationship between school rank and parental education levels has been established (Ercikan, 2004). A large correlation has also been found between ranking and parental income (Nagy, 2004). •  The rankings show unstable trends; school change is a slow, reiterative process, yet individual school ranks can jump hundreds of places between years Instability of rankings suggests that they are not a valid  indicator of enduring school qualities; such as effectiveness (Nagy, 2004). OPTIONAL LOGO HERE •  Sample: 75 schools from the Vancouver School District that were rated by the 2010 Fraser Institute elementary school report. •  School Ratings: Range of 0.0 to 10.0 •  Average parental income and percentage of ESL students data was categorized: Corbett, M. (2008) The edumometer: The commodification  of learning from Galton to the PISA, Journal for  Critical Education Policy Studies, 6(1). Accessed at on 30  March, 2011. Ercikan, K. (2004). What Does Fraser Institute’s Report  Card  Really Tell Us About School Quality? FSA  Examiner. Surrey: Surrey Teachers Association.  Accessed at  THe_Examiner/fsa1.pdf on 30 March, 2011. Fraser Institute. (2010). Report Card on British  Columbia’s Elementary Schools. Vancouver: The Fraser  Institute. Accessed at on 30  March, 2011. Froese-Germain, B. (2004). Coming to a school near you:  Fraser Institute rankings of Canadian high schools. In  M. Moll (Ed.), Passing the test: The false promises of  standardized testing (pp. 182-186). Ottawa, ON:  Canadian Centre for Policy Alternatives. Hoxby, C. (2003). School choice and school productivity.  Could school choice be a tide that lifts all  Boats?  In C. Hoxby (Ed.), The Economics of School  Choice ( pp. 287–342.), Chicago: University of  Chicago Press. Leithwood, K. (2001). Five Reasons Most Accountability  Policies Don’t Work (and What You Can Do About It).  Orbit, 32 (1), p.4. Nagy, P. (2004). Research Report: An analysis of the Fraser  Rankings of Ontario high schools. In M. Moll (Ed.),  Passing the test: The false promises of standardized  testing (pp. 188-200). Ottawa, ON: Canadian Centre  for Policy Alternatives. Shaker, E. (2004). How to score high in school rankings. In  M. Moll (Ed.), Passing the test: The false promises of  standardized testing (pp. 201-204). Ottawa, ON:  Canadian Centre for Policy Alternatives. High 40% or more Category 3 Middle 20-39% Category 2 Low 0-19% Category 1 High $100,000 or more Category 3 Middle $50,000 to $99,999 Category 2 Low 0 to $49,999 Category 1 Percentage of ESL students Average Parental Income •  Two way between-groups analysis of variance (ANOVA) was conducted with the categorized independent variables to explore their affect on school ratings, as determined by the Fraser Institute’s elementary school Report Card. Descriptive Statistics Two Way ANOVA Interpretation of Output: • Levene’s Test = Significant (no violation of the assumption of homogeneity of variance) • Interaction effect = Not Significant (no significant difference in the effect of income on rating for ESL groups) •  Main effect = Significant effects for income and ESL groups F.I.

 Figure 3: Spread of Rating for ESL Groups Figure 4: Spread of Rating for Income Groups Figure 2: Variable Groups  Figure 1 Figure 5 •  Average parental income and percentage of ESL students have a statistically significant effect on school rating. The percentage of ESL students has a stronger effect on rating, than the parental income. •  The Tukey HSD test indicates that the mean rating for low income schools or low ESL schools are significantly different than other income and ESL groups. This indicates that the ratings increase the stratification between social groups. •  If student demographics, such as parental income or first language orientation, can show an ‘effect’ on this rating, how legitimate of an educational indicator can it be? Table 1. Tests of Between-Subjects Effects • Post-Hoc Tests = Tukey Honestly Significant Difference (HSD) test indicates that the low groups (1) differ significantly from the middle and high groups (2 & 3)


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