Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure. Working Paper 13

Autor/inn/en	Rouse, Cecilia Elena; Hannaway, Jane; Goldhaber, Dan; Figlio, David
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure. Working Paper 13
Quelle	(2007), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Scores; Teaching Methods; Academic Achievement; Educational Vouchers; Accountability; Educational Policy; Educational Practices; School Surveys; Longitudinal Studies; Educational Change; Change Strategies; Achievement Gains; Incentives; High Stakes Tests; Statistical Data; Low Achievement; Florida + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Educational voucher; Bildungsgutschein; Verantwortung; Politics of education; Bildungspolitik; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsreform; Lösungsstrategie; Achievement gain; Leistungssteigerung; Anreiz; Unterdurchschnittliche Leistung
Abstract	While numerous recent authors have studied the effects of school accountability systems on student test performance and school "gaming" of accountability incentives, there has been little attention paid to substantive changes in instructional policies and practices resulting from school accountability. The lack of research is primarily due to the unavailability of appropriate data to carry out such an analysis. This paper brings to bear new evidence from a remarkable five-year survey conducted of a census of public schools in Florida, coupled with detailed administrative data on student performance. We show that schools facing accountability pressure changed their instructional practices in meaningful ways. In addition, we present medium-run evidence of the effects of school accountability on student test scores, and find that a significant portion of these test score gains can likely be attributed to the changes in school policies and practices that we uncover in our surveys. (Contains 45 footnotes, 10 tables, and 2 figures.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10