Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context

Autor/inn/en	Heilig, Julian Vasquez; Darling-Hammond, Linda
Titel	Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context
Quelle	In: Educational Evaluation and Policy Analysis, 30 (2008) 2, S.75-110 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373708317689
Schlagwörter	Testing; Academic Achievement; High Stakes Tests; Achievement Tests; Accountability; Educational Opportunities; Minority Groups; School Holding Power; African Americans; Hispanic Americans; Longitudinal Studies; Urban Areas; School Districts; Qualitative Research; Educational Policy; Low Achievement; Elementary Secondary Education; Special Education; Texas + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Verantwortung; Bildungsangebot; Bildungschance; Ethnische Minderheit; Afroamerikaner; Hispanic; Hispanoamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Stadtregion; School district; Schulbezirk; Qualitative Forschung; Politics of education; Bildungspolitik; Unterdurchschnittliche Leistung; Special needs education; Sonderpädagogik; Sonderschulwesen
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. (Contains 11 tables and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10