LEFT BEHIND BY DESIGN: PROFICIENCY COUNTS AND TEST-BASED ACCOUNTABILITY

被引：195

作者：

Neal, Derek ^{[1
,2
]}

Schanzenbach, Diane Whitmore ^{[1
,2
]}

机构：

[1] Univ Chicago, Chicago, IL 60637 USA

[2] NBER, Cambridge, MA 02138 USA

来源：

REVIEW OF ECONOMICS AND STATISTICS | 2010年 / 92卷 / 02期

关键词：

SCHOOL ACCOUNTABILITY; STUDENT-ACHIEVEMENT; CONTRACTS; IMPACT;

D O I：

10.1162/rest.2010.12318

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

We show that within the Chicago Public Schools, both the introduction of NCLB in 2002 and the introduction of similar district-level reforms in 1996 generated noteworthy increases in reading and math scores among students in the middle of the achievement distribution but not among the least academically advantaged students. The stringency of proficiency requirements varied among the programs implemented for different grades in different years, and our results suggest that changes in proficiency requirements induce teachers to shift more attention to students who are near the current proficiency standard.

引用

页码：263 / 283

页数：21

共 28 条

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[Anonymous], 10591 NBER

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