Stiefel, L., Rubenstein, R., Schwartz, A.E. & Zabel, J., eds.
School performance and efficiency measurement have taken center stage in much of the debate and research in education policy since at least the mid-1990s. Despite the clear theoretical and practical importance of understanding the ways in which school performance can be measured, only limited research exists on alternative ways to measure how well schools are educating their students, delivering what parents want, and using resources efficiently. In this volume, the authors of eight chapters address the measurement of school performance, an issue that lies in between the study of technical characteristics of student assessments, on the one hand, and the effectiveness of accountability systems that use those assessments, on the other. Although psychometricians focus on the reliability, validity, and fairness of individual student assessments, and social scientists address whether state and local accountability systems that use those student assessments are effective ways to influence school performance, the authors of this volume consider the pros and cons of alternative measurements of school performance and efficiency, per se.