Are More Stringent NCLB State Accountability Systems Associated with Better Student Outcomes? An Analysis of NAEP Results across States

Autor/in	Wei, Xin
Titel	Are More Stringent NCLB State Accountability Systems Associated with Better Student Outcomes? An Analysis of NAEP Results across States
Quelle	In: Educational Policy, 26 (2012) 2, S.268-308 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904810386588
Schlagwörter	Intervals; Ethnic Groups; Reading Achievement; Reading Tests; Academic Achievement; Accountability; Federal Legislation; Outcomes of Education; National Competency Tests; Standards; Difficulty Level; Mathematics Achievement; African American Students; White Students; Hispanic American Students; Correlation; Grade 8; Grade 4; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Ethnie; Leseleistung; Lesetest; Schulleistung; Verantwortung; Bundesrecht; Lernleistung; Schulerfolg; Standard; Schwierigkeitsgrad; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Korrelation; School year 08; 8. Schuljahr; Schuljahr 08; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study developed a comprehensive measure of the stringency level of NCLB states' accountability systems, including the strength of their annual measurable objectives, confidence intervals, performance indexing, retesting, minimum subgroup size, and the difficulty levels of proficiency standards. This study related accountability stringency in 2003 to student achievement and achievement gaps on NAEP math and reading tests from 2003 and 2005. The results were inconsistent across grades, subjects, and ethnic groups. An increase in accountability stringency, such as requiring faster progress, not allowing for retesting, and allowing a smaller minimum subgroup size were related to improved math achievement for fourth-grade Hispanic students. Not using confidence intervals was related to higher math and reading achievement for White and Hispanic students. However, accountability stringency did not have any positive effects and even negative effects on eighth-grade Black students. (Contains 9 tables and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10