For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.

在过去的二十年中，学生感知调查已成为数据收集工作中的标准工具。但是，在州一级，仍然很少使用“学生之声”。在这项研究中，我们研究了包括学生调查结果在内的各种可能改变州责任确定的方法。重建马萨诸塞州的问责制，我们利用一套独特的学生调查数据，并以最大可行的剂量将其添加到州的公式中，以确定新的学校等级。我们发现，学生调查数据以较小但有意义的方式改变了学校的责任等级，并似乎增强了功能的有效性。学生调查结果介绍了典型的问责制指标未涵盖的有关学校质量的信息，与考试成绩的增长有一定的相关性，