Status versus Growth: The Distributional Effects of School Accountability Policies. Working Paper

Autor/inn/en	Ladd, Helen F.; Lauen, Douglas L.
Institution	Urban Institute
Titel	Status versus Growth: The Distributional Effects of School Accountability Policies. Working Paper
Quelle	(2009), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Achievement Gains; Accountability; Educational Policy; Policy Analysis; Incentives; Robustness (Statistics); Evaluation Methods; Achievement Rating; Achievement Tests; Academic Records; Comparative Testing; Academic Achievement; North Carolina + Suchen Sie Ihr Suchwort? Bundesrecht; Achievement gain; Leistungssteigerung; Verantwortung; Politics of education; Bildungspolitik; Politikfeldanalyse; Anreiz; Widerstandsfähigkeit; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement test; Testing; Test; Tests; Leistungsüberprüfung; Testdurchführung; Testen; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Schulleistung
Abstract	Although the Federal No Child Left Behind program judges the effectiveness of schools based on their students' achievement status, many policy analysts argue that schools should be measured, instead, by their students' achievement growth. Using a ten-year student-level panel data set from North Carolina, the authors examine how school-specific pressure associated with the two approaches to school accountability affects student achievement at different points in the prior-year achievement distribution. Achievement gains for students below the proficiency cut point emerge in response to both types of accountability systems, but more clearly in math than in reading. In contrast to prior research highlighting the possibility of educational triage, the authors find little or no evidence that schools in North Carolina ignore the students far below proficiency under either approach. Importantly, they find that the status, but not the growth, approach reduces the reading achievement of higher performing students. The analysis suggests that the distributional effects of accountability pressure depend not only on the type of pressure for which schools are held accountable (status or growth), but also the tested subject. Descriptive Statistics is appended. (Contains 5 figures, 4 tables and 21 footnotes.) [This paper was presented at the "NCLB: Emerging Findings Research Conference" at the Urban Institute, Washington, D.C. on August 12, 2009.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10