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Educational indicator systems: A model for high schools in Pennsylvania
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Dissertation
Educational indicator systems: A model for high schools in Pennsylvania
1995
Overview
Educational indicators are measurements of an educational system's key features. These single or composite statistics act as \"yardsticks\" that report how well the individual components of the educational system are functioning. An indicator system attempts to measure the various component parts of an educational system, while providing information about how those parts work together to produce the current condition of the system, and depicting how components influence one another over time. During the last three decades, interest in educational indicators has fluctuated back and forth, as studies and panels on indicator development have been conducted at the national, state, and local level. Indicators have been cited as useful tools in monitoring an educational system; however, advancements in indicator research have been few. The purposes of this study were to: (1) create educational indicators for high schools in Pennsylvania from an existing database; (2) determine whether those indicators could be linked conceptually as well as statistically, using structural equation modeling, to theoretical constructs; and (3) develop a model of relationships among those constructs and test them empirically to ascertain the validity of inferences that might subsequently be drawn from the analysis. Findings indicate that although there exist some problems within the data base with respect to the reliability and validity of some indicators, relationships among indicators and constructs were consistent with theoretical expectations. Structural equation modeling was found to be an effective tool for developing the indicator system model. While underscoring theory, structural equation modeling provides for the efficient and simultaneous estimation of structural and measurement parameters of covariance structures. Successful use depends on the quality of the data available and the assumptions the researcher brings to the model.
Publisher
ProQuest Dissertations & Theses
ISBN
9798208907801
