Shining a Light or Fumbling in the Dark? The Effects of NCLB's Subgroup-Specific Accountability on Student Achievement

Educational Evaluation and Policy Analysis

Volumn 34, Issue 2, 2012, Pages 185-208

  Lauen, Douglas Lee ^a   Gaddis, S Michael ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

accountability; educational triage; high stakes testing; No Child Left Behind; race ethnicity

Indexed keywords

EID: 84860130349     PISSN: 01623737     EISSN: 19351062     Source Type: Journal    
DOI: 10.3102/0162373711429989     Document Type: Article

References (36)

1. AmrienA. L.BerlinerD. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18). Available at http://epaa.asu.edu/ojs/article/view/297.
2. Au W.High-stakes testing and curricular control: A qualitative metasynthesis.Educational Researcher. 2007;36 (5): 258-267.
3. Booher-Jennings J.Below the bubble: "Educational triage" and the Texas Accountability System.American Educational Research Journal. 2005;42 (2): 231-268.
4. Brown A. B.,Clift J. W.The unequal effect of adequate yearly progress: Evidence from school visits.American Educational Research Journal. 2010;47 (4): 774-798.
5. Campbell D. T.Assessing the impact of planned social change.Evaluation and Program Planning. 1979;2:67-90.
6. Carnoy M.,Loeb S.Does external accountability affect student outcomes? A cross-state analysis.Educational Evaluation and Policy Analysis. 2002;24 (4): 305-331.
7. Chiang H.How accountability pressure on failing schools affects student achievement.Journal of Public Economics. 2009;93 (9-10): 1045-1057.
8. Coburn C. E.Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom.Sociology of Education. 2004;77 (3): 211-244.
9. Cullen J. B.,Reback R.Advances in applied microeconomics. Gronberg T. J.Jansen D. W., ed. Oxford, UK: Elsevier; 2006:1-34.
10. Darling-Hammond L.Standards, accountability, and school reform.Teachers College Record. 2004;106 (6): 1047-1085.
11. Dee T. S.,Jacob B.The impact of No Child Left Behind on student achievement.Journal of Policy Analysis and Management. 2011;30 (3): 418-446.
12. Diamond J. B.Where the rubber meets the road: Rethinking the connection between high-stakes testing policy and classroom instruction.Sociology of Education. 2007;80 (4): 285-313.
13. Diamond J. B.,Spillane J.High-stakes accountability in urban elementary schools: Challenging or reproducing inequality?.Teachers College Record. 2004;106 (6): 1145-1176.
14. Figlio D. N.,Getzer L.Advances in applied microeconomics. Gronberg T. J.Jansen D. W., ed. Oxford, UK: Elsevier; 2006:35-50.
15. Figlio D. N.,Loeb S.Handbook of the economics of education. Hanushek E. A.Machin S.Woessmann L., ed. North-Holland, The Netherlands: Elsevier; 2011:383-421.
16. Figlio D. N.,Rouse C. E.Do accountability and voucher threats improve low-performing schools?.Journal of Public Economics. 2006;90 (1-2): 239-255.
17. Figlio D. N.,Rouse C. E.,Schlosser A.Leaving no child behind: Two paths to school accountability. Chicago, IL: Northwestern University Institute for Policy Research; 2009:.
18. Gardner D. P.A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office; 1983:.
19. Hallett T.The myth incarnate: Recoupling processes, turmoil, and inhabited institutions in an urban elementary school.American Sociological Review. 2010;75 (1): 52-74.
20. Hanushek E. A.,Raymond M. E.Does school accountability lead to improved student performance?.Journal of Policy Analysis and Management. 2005;24 (2): 297-327.
21. Jacob B. A.Accountability, incentives and behavior: The impact of high-stakes testing in the Chicago Public Schools.Journal of Public Economics. 2005;89 (5-6): 761-796.
22. Jacob B. A.,Lefgren L.The impact of teacher training on student achievement-Quasi-experimental evidence from school reform efforts in Chicago.Journal of Human Resources. 2004;39 (1): 50-79.
23. Jacob B. A.,Levitt S. D.Rotten apples: An investigation of the prevalence and predictors of teacher cheating.Quarterly Journal of Economics. 2003;118 (3): 843-877.
24. Krieg J. M.Are students left behind? The distributional effects of the No Child Left Behind Act.Education Finance and Policy. 2008;3 (2): 250-281.
25. Ladd H. F.,Lauen D. L.Status versus growth: The distributional effects of school accountability policies.Journal of Policy Analysis and Management. 2010;29 (3): 426-450.
26. Lee J.,Wong K. K.The impact of accountability on racial and socioeconomic equity: Considering both school resources and achievement outcomes.American Educational Research Journal. 2004;41 (4): 797-832.
27. Linn R. L.Assessments and accountability.Educational Researcher. 2000;29 (2): 4-16.
28. McNeil L. M.Contradictions of school reform: The educational costs of standardized testing. London, UK: Routledge; 2000:.
29. MehtaJ. (2006). The transformation of American educational policy, 1980-2001 (Unpublished doctoral dissertation). Harvard University, Cambridge, MA.
30. Neal D.,Schanzenbach D. W.Left behind by design: Proficiency counts and test-based accountability.Review of Economics and Statistics. 2010;92 (2): 263-283.
31. O'Day J. A.,Smith M. S.Designing coherent education policy: Improving the system. Fuhrman S., ed. San Francisco, CA: Jossey-Bass; 1993:250-312.
32. Pedulla J. L.,Abrams L.,Madaus G.,Russell M.,Ramos M.,Miao J.Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. Boston, MA: National Board on Education Testing and Public Policy; 2003:.
33. Reback R.Teaching to the rating: School accountability and the distribution of student achievement.Journal of Public Economics. 2008;92 (5-6): 1394-1415.
34. Reback R.,Rockoff J.,Schwartz H. L.Under pressure: Job security, resource allocation, and productivity in schools under NCLB. The National Bureau of Economic Research; 2011:.
35. Springer M. G.The influence of an NCLB accountability plan on the distribution of student test score gains.Economics of Education Review. 2008;27 (5): 556-563.
36. Wong M.,Cook T. D.,Steiner P. M.No Child Left Behind: An interim evaluation of its effects on learning using two interrupted time series each with its own non-equivalent comparison series. Chicago, IL: Northwestern University Institute for Policy Research; 2009:.