The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.
Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context
Abstract
This study examines longitudinal student progress and achievement on the elementary, middle, and high school levels in relation to accountability policy incentives in a large urban district in Texas. Using quantitative analyses supplemented by qualitative interviews, the authors found that high-stakes testing policies that rewarded and punished schools based on average student scores created incentives for schools to “game the system” by excluding students from testing and, ultimately, school. In the elementary grades, low-achieving students were disproportionately excluded from taking the high-stakes Texas Assessment of Academic Skills tests, demonstrating gains not reflected on the low-stakes Stanford Achievement Test–Ninth Edition. Student exclusion at the elementary level occurred through special education and language exemptions and missing scores. Furthermore, gaming strategies reduced educational opportunity for African American and Latino high school students. Sharp increases in 9th-grade student retention and disappearance were associated with increases in 10th-grade test scores and related accountability ratings.
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Self-citationTeacher Quality and Student Achievement
Darling-Hammond, L. (2000) · Education Policy Analysis Archives · doi:10.14507/epaa.v8n1.2000 · Cited by 2,262
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High stakes : testing for tracking, promotion, and graduation
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Student Mobility and the Increased Risk of High School Dropout
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Does External Accountability Affect Student Outcomes? A Cross-State Analysis
Carnoy, M., & Loeb, S. (2002) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737024004305 · Cited by 608
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Research on Data Use: A Framework and Analysis
Coburn, C. E., & Turner, E. O. (2011) · Measurement: Interdisciplinary Research and Perspectives · doi:10.1080/15366367.2011.626729 · Cited by 365
Differentiation between school attendance problems: why and how?
Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019) · Cognitive and Behavioral Practice · doi:10.1016/j.cbpra.2018.03.006 · Cited by 339
Carlson, D., Borman, G. D., & Robinson, M. (2011) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373711412765 · Cited by 249
Minding and mending the gap: Social psychological interventions to reduce educational disparities
Spitzer, B., & Aronson, J. (2015) · British Journal of Educational Psychology · doi:10.1111/bjep.12067 · Cited by 152
Pathways to New Accountability Through the Every Student Succeeds Act
Darling-Hammond, L., Bae, S., Cook-Harvey, C., Lam, L., Mercer, C., Podolsky, A., & Stosich, E. L. (2016) · Learning Policy Institute · doi:10.54300/966.414 · Cited by 127
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Metadata
- Authors
- Heilig, J. V., & Darling-Hammond, L.
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2008-06
- Volume
- 30
- Issue
- 2
- Pages
- 75-110
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W2154240172
- Cited by
- 316
- References
- 39
- FWCI
- 46.52
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
