Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 316

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

Heilig, Julian Vasquez, Darling-Hammond, Linda·2008·Educational Evaluation and Policy Analysis
DOI 10.3102/0162373708317689
Open this paper in CoChat — free account

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.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.3102/0162373708317689

Cites

39 of 39 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Cited by

See all 316

Metadata

Authors
Heilig, J. V., & Darling-Hammond, L.
Venue
Educational Evaluation and Policy Analysis
Publisher
American Educational Research Association (AERA)
Published
2008-06
Volume
30
Issue
2
Pages
75-110
ISSN
  • 0162-3737 (ISSN-L)
  • 1935-1062
DOI
10.3102/0162373708317689
OpenAlex
W2154240172
Cited by
316
References
39
FWCI
46.52
Type
journal article
Language
en
Open access
closed

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

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.