The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations. CEPA Working Paper No. 16-08

Autor/inn/en	Dee, Thomas S.; Dobbie, Will; Jacob, Brian A.; Rockoff, Jonah
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations. CEPA Working Paper No. 16-08
Quelle	(2016) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Quantitative Daten; High Schools; Exit Examinations; Scores; Grade Inflation; Academic Achievement; Cutting Scores; Probability; Graduation; African American Students; White Students; Racial Differences; Graduation Rate; Hispanic American Students; Educational Attainment; New York (New York); New York State Regents Examinations + Suchen Sie Ihr Suchwort? High school; Oberschule; Final examination; Abschlussprüfung; Schulleistung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Abschluss; Graduierung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Hispanic; Hispanic Americans; Hispanoamerikaner; Bildungsabschluss; Bildungsgut
Abstract	In this paper, we show that the design and decentralized, school-based scoring of New York's high school exit exams--the Regents Examinations--led to the systematic manipulation of test sores just below important proficiency cutoffs. Our estimates suggest that teachers inflate approximately 40 percent of test scores near the proficiency cutoffs. Teachers are more likely to inflate the scores of high-achieving students on the margin, but low-achieving students benefit more from manipulation in aggregate due to the greater density of these students near the proficiency cutoffs. Exploiting a series of reforms that eliminated score manipulation, we find that inflating a student's score to fall just above a cutoff increases his or her probability of graduating from high school by 27 percent. These results have important implications for educational attainment of marginal high school graduates. For example, we estimate that the black-white graduation gap is about 5 percent larger in the absence of test score manipulation (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01