본 연구의 목적은 한국교육개발원에서 실시한 ‘한국교육종단연구’(KELS) 자료를 이용하여 우리나라 중학교의 학교효과를 분석하는 다양한 접근방법들을 검토하면서 각각의 장단점을 비교분석하는 것이다. 아울러 이 연구에서는 최근 학교책무성에 대한 요구가 급증하면서 학교를 단순한 성취도 수준으로 서열화하고 평가하려는 움직임이 얼마나 비과학적이며 오류가 많이 발생할 수 있는지를 제시하고자 하였다. 횡단적인 자료에 근거한 학생들의 성취도 수준이 해당 학교의 교원과 학교의 교육적 노력의 결과물이라고만 볼 수는 없다. 누적적으로 발생하는 학생들의 성취도 격차는 다양한 변인에 의해 영향을 받는다고 볼 때 고유하게 해당 학교를 다니면서 변화한 점수 중에서 가정배경변인이나 개인 노력변인의 효과를 제외한 학교효과의 크기가 어느 정도이며 그 크기는 기존의 학교 입학 당시의 학생들의 가정배경에 의한 학업성취도 격차를 줄여주는 효과를 보일 수 있는지에 대해서도 살펴보았다. 연구결과에 따르면 평균점수, 2-수준분석, 3-수준 성장모형 분석을 통해 얻은 학교효과에 대한 결과자료들은 서로 이질적이며 일관성이 매우 낮았다. 아직까지 고부담 학교책무성 평가를 학생들의 성취도를 기준으로 시행하기에는 이론적으로 뿐만 아니라 사회적으로 준비가 부족한 실정이다. 따라서 학교책무성 평가를 위해 학생들의 성취도를 사용하기 위해서는 향후 우리 사회에 적합한 학교효과 모델이 무엇이 될 것인가에 대한 추가적인 연구가 더욱 필요하다고 판단된다.
The major concern of this study is comparing the diverse methods of educational accountability evaluation using KELS(Korea Education Longitudinal Study) and finding the meaningful implication for policy in Korea. To evaluate genuine school effects we have to consider the starting point of students and the growth rates of students during school years. In this study I criticized the general approaches and common perceptions about school accountability evaluation. In this society people think that a school with a high student achievement level is an effective school, while one with a low student achievement school is ineffective. This is a very unscientific approach and also distorts teacher and school's efforts to teach students. And so I tried to compare the results of four methods to evaluate the school effects. First, I calculated the mean score of first grade year for each school, and ranked the order of the schools. And second, using the difference score of third grade score and first grade score, I also ranked the order of the schools. Third, using 2-level HLM model I could get the residual file, including the school score, and rank them. Finally I tried to run 3-level growth model so I could get the school score and rank them also. Between these indexes there were no positive relationship and consistency. These results show that using the simple mean score of school to evaluate high-stake accountability is a dangerous and irrational approach. From now we have to develop more reasonable school effect model to know the authentic school effect, and so we cannot use school accountability system using school achievement level. More time and more efforts will be necessary for adopting this school accountability system to our nation.
The major concern of this study is comparing the diverse methods of educational accountability evaluation using KELS(Korea Education Longitudinal Study) and finding the meaningful implication for policy in Korea. To evaluate genuine school effects we have to consider the starting point of students and the growth rates of students during school years. In this study I criticized the general approaches and common perceptions about school accountability evaluation. In this society people think that a school with a high student achievement level is an effective school, while one with a low student achievement school is ineffective. This is a very unscientific approach and also distorts teacher and school's efforts to teach students. And so I tried to compare the results of four methods to evaluate the school effects. First, I calculated the mean score of first grade year for each school, and ranked the order of the schools. And second, using the difference score of third grade score and first grade score, I also ranked the order of the schools. Third, using 2-level HLM model I could get the residual file, including the school score, and rank them. Finally I tried to run 3-level growth model so I could get the school score and rank them also. Between these indexes there were no positive relationship and consistency. These results show that using the simple mean score of school to evaluate high-stake accountability is a dangerous and irrational approach. From now we have to develop more reasonable school effect model to know the authentic school effect, and so we cannot use school accountability system using school achievement level. More time and more efforts will be necessary for adopting this school accountability system to our nation.
