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Open AccessJournal ArticleDOI

Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools

Brian A. Jacob
- 01 Jun 2005 - 
- Vol. 89, Iss: 5, pp 761-796
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TLDR
The authors examined the impact of an accountability policy implemented in the Chicago Public Schools in 1996-1997, using a panel of student-level, administrative data, and found that math and reading achievement increased sharply following the introduction of the accountability policy, in comparison to both prior achievement trends in the district and to changes experienced by other large, urban districts.
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This article is published in Journal of Public Economics.The article was published on 2005-06-01 and is currently open access. It has received 554 citations till now. The article focuses on the topics: Accountability & Special education.

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Citations
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Grading New York Accountability and Student Proficiency in America’s Largest School District

TL;DR: This paper used 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, and found evidence that the policy had a significant impact on student ELA achievement.
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Public expenditures, educational outcomes and grade inflation: theory and evidence from a policy intervention in the Netherlands

TL;DR: The authors argue that resource expansion can fail to improve actual student performance because it might cause educators to soften grading standards (i.e., induce grade inflation) and propose a theoretical model to evaluate the effect of resources on education outcomes.
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Incentives and responses under No Child Left Behind: Credible threats and the role of competition

TL;DR: The authors studied the incentives and responses of schools that failed AYP once using data from Wisconsin and alternate regression discontinuity designs, and found that failing AYP-fail status is associated with negative publicity and often sanctions.
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Evaluating the ‘threat’ effects of grade repetition: exploiting the 2001 reform by the French-Speaking Community of Belgium

TL;DR: In this paper, the authors assess the effect of grade repetition sanctions on the performance of French-speaking learners in the French-English Community of Belgium and show that grade retention does not lead to better medium-term outcomes.
References
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Journal ArticleDOI

Multitask Principal–Agent Analyses: Incentive Contracts, Asset Ownership, and Job Design

TL;DR: In this article, a principal-agent model that can explain why employment is sometimes superior to independent contracting even when there are no productive advantages to specific physical or human capital and no financial market imperfections to limit the agent's borrowings is presented.
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Estimating the Effect of Training Programs on Earnings.

TL;DR: In this article, the authors focus on the first three months of training under the Manpower Development and Training Act (MDTA) in the U.S. in order to measure the full inter-temporal impact of training.
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Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating

TL;DR: Jacob and Levitt as mentioned in this paper investigated the prevalence and predictors of teacher cheating in Chicago Public Schools. But they did not consider the role of teachers in the cheating and did not identify any teachers who were involved in cheating.
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Economic Considerations and Class Size

TL;DR: In this article, the authors examined evidence on the effect of class size on student achievement and showed that the results of quantitative summaries of the literature depend critically on whether studies are accorded equal weight.
Journal ArticleDOI

The Myth of the Texas Miracle in Education

TL;DR: In this article, the authors summarize the recent history of education reform and statewide testing in Texas, which led to the introduction of the Texas Assessment of Academic Skills (TAAS) in 1990-91.
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Q1. What are the contributions in "Nber working paper series accountability, incentives and behavior: the impact of high-stakes testing in the chicago public schools" ?

This study examines the impact of an accountability policy implemented in the Chicago Public Schools in 1996-97.