Gains in Standardized Test Scores: Evidence of Diminishing Returns to Achievement

Autor/inn/en	Driscoll, Donna; Halcoussis, Dennis; Svorny, Shirley
Titel	Gains in Standardized Test Scores: Evidence of Diminishing Returns to Achievement
Quelle	In: Economics of Education Review, 27 (2008) 2, S.211-220 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2006.10.002
Schlagwörter	Awards; Standardized Tests; Academic Achievement; Accountability; Incentives; Achievement Gains; Scores; Educational Testing; Influences; Educational Improvement; Educational Indicators; Educational Finance; Motivation Techniques; Teacher Motivation; Administrators; California + Suchen Sie Ihr Suchwort? Award; Auszeichnung; Standadised tests; Standardisierter Test; Schulleistung; Verantwortung; Anreiz; Achievement gain; Leistungssteigerung; Influence; Einfluss; Einflussfaktor; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Bildungsfonds; Motivationsförderung; Kalifornien
Abstract	In many states, standardized tests are used to hold schools accountable for student academic achievement. To motivate improvement in test scores, financial awards are given to teachers and administrators in schools that show the greatest gains. However, failure to adjust for initial conditions may put awards out of the reach of some schools and fail to produce the desired incentives. In this paper, we examine factors that influence gains in test scores using school-level data from California (1999-2003). We find evidence that validates the existing California award system--test scores improved the most for weak schools. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10