학교책무성 체제에서 학업성취도에 기초한 학교성과지표는 중등학교 학교평가 지표로서 적합한가?: 학교효과 이론에 의한 타당도 검증 = Are the school performance indicators under school accountability systems valid as the evaluation standards for secondary schools?: Validity evaluation in the perspective of school effectiveness theory

다국어 초록 (Multilingual Abstract)

This study aims at empirically verifying the validity of a variety of school performance indicators that are used in school accountability systems. The school performance indicators examined in the study are based on NCLB act in the United States that are often considered as the standards for school evaluation by educational policy makers in Korea. The school performance indicators under the NCLB that were analyzed in this study included those from the status model, improvement model, growth model, value-added unconditional model, and value-added conditional model. Korea Education Longitudinal Study(2005-2007) data from KEDI (Korean Educational Development Institute) were employed for data analyses. In order to evaluate the validity of school performance indicators, variables in three categories from school effectiveness theory were used as the criteria: a) school effectiveness indices, b) effective school characteristics, and c) students' backgrounds and school characteristics that are discriminative conditional factors of schooling. The validity of school performance indicators was evaluated based on the correlation with the criterion variables. Moreover, consistency of school rankings was illustrated when the same schools were evaluated by the five school performance indicators. This study concluded that the school performance indicators based on NCLB act have different validities and provided largely different evaluation results for the schools when they were applied as the evaluation standards.

국문 초록 (Abstract)

이 연구는 학교교육의 책무성 제고를 위하여 활용하는 다양한 학업성취도에 기초한 학교성과지표들이 개별 학교를 평가하기 위한 측정치로서 타당도가 있는지를 경험적으로 밝히기 위한 것이다. 이를 위해 우리나라의 교육정책가들이 검토하고 있는 미국의 NCLB 법에 근거한 학교성과지표들의 타당도를 검토하였다. 이 연구에서 검토한 NCLB 법안에 근거한 학교성과지표들은 지위모형, 향상도 모형, 성장모형, 부가가치 기초모형, 부가가치 연구모형에 의한 측정치들이다. 학교성과지표들의 타당성을 담보하는 준거변수로는 학교효과 이론에 의한 학교효과지수, 효과적인 교육의 과정 변수, 그리고 학교교육의 차별적 조건요인인 학생배경과 학교특성 변수를 사용하였다. 세 가지 준거변수와의 상관관계에 기초하여 학교성과지표들의 타당도를 논의하였다. 또한 다양한 학교성과지표에 따라 동일학교의 평가결과가 어떻게 다르게 나타나는가를 검토하였다. 자료 분석을 위해 한국교육종단연구(한국교육개발원, 2005년-2007년)자료를 활용하였다. 분석 결과 NCLB 법에 의한 학교성과지표들은 상이한 타당도를 보이고 있으며, 적용되는 학교성과지표에 따라 학교평가결과도 크게 다른 것을 확인하였다.

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