Grading New York: Accountability and Student Proficiency in America's Largest School District

Autor/inn/en	Winters, Marcus A.; Cowen, Joshua M.
Titel	Grading New York: Accountability and Student Proficiency in America's Largest School District
Quelle	In: Educational Evaluation and Policy Analysis, 34 (2012) 3, S.313-327 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373712440039
Schlagwörter	Urban Schools; School Districts; Grading; School Effectiveness; Mathematics Achievement; Academic Achievement; English; Sanctions; Accountability; Regression (Statistics); Scores; Student Improvement; New York + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Notengebung; Schulnote; Schuleffizienz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; English language; Englisch; Sanction; Sanktion; Verantwortung; Regression; Regressionsanalyse
Abstract	This article uses a regression discontinuity approach to study the influence of New York City's school grading policy on student math and English language arts (ELA) achievement. We find evidence that students in schools receiving a failing grade realized positive effects in English in the 1st year of sanction, but we find no statistically significant effect during the 1st year of sanction on student math achievement. There is no evidence that receiving letter grades other than F had positive effects. Finally, we show that students in schools that received an F-grade in the 1st year continued to realize a positive average ELA effect in the 2nd year and that a positive math effect was evident as well. (Contains 2 notes, 4 figures, and 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10