THE EFFECT OF SCHOOL ACCOUNTABILITY SYSTEMS ON THE LEVEL AND DISTRIBUTION OF STUDENT ACHIEVEMENT
成果类型：
Article
署名作者：
Hanushek, Eric A.; Raymond, Margaret E.
署名单位：
Stanford University; National Bureau of Economic Research
刊物名称：
JOURNAL OF THE EUROPEAN ECONOMIC ASSOCIATION
ISSN/ISSBN：
1542-4766
DOI：
10.1162/154247604323068096
发表日期：
2004
页码：
406-415
关键词：
摘要：
The use of school accountability in the United States to improve student performance began in the separate states during the 1980s and was elevated through the federal No Child Left Behind Act of 2001. Evaluating the impact of accountability is difficult because it applies to entire states and can be confused with other changes in the states. We consider how the differential introduction of accountability across states affects growth in student performance on the National Assessment of Educational Progress (NAEP). Our preliminary analysis finds that: 1) accountability improves scores of all students; 2) there is no significant difference between simply reporting scores and attaching consequences; and, 3) while accountability tends to narrow the Hispanic-White gap, it tends to widen the Black-White gap in scores. The last finding suggests that a single policy instrument cannot be expected to satisfy multiple simultaneous goals. (JEL: I2, H7, J4)
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