scispace - formally typeset
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
Reads0
Chats0
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.
About: 
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.

read more

Figures
Citations
More filters
Journal ArticleDOI

The impact of standardized test feedback in math: Exploiting a natural experiment in 3rd grade

Louise Voldby Beuchert, +2 more
- 01 Aug 2020 - 
TL;DR: The authors used a regression discontinuity design to estimate how later outcomes of children scoring just below or above the threshold separating two grades are affected by the information from standardized tests in early schooling, and found no evidence that low-performing students are particularly sensitive to negative feedback from tests.
Journal ArticleDOI

Pizza Parties, Pep Rallies, and Practice Tests: Strategies Used by High School Principals to Raise Percent Proficient

Liz Hollingworth, +2 more
- 21 Oct 2010 - 
TL;DR: This paper explored ways high school principals are responding to the demands of education reform to raise student test scores on achievement tests used for accountability purposes, and found that administrators have instituted pizza parties and pep rallies to motivate students to do their best and practice tests to prepare students academically.
Journal ArticleDOI

Legislating Instruction in Urban Schools: Unintended Consequences of Accountability Policy on Teacher-Reported Classroom Goal Structures:

Brandi N. Hinnant-Crawford
- 02 Apr 2019 - 
TL;DR: Scholars have documented the effects of accountability policies on student outcomes and, to a lesser extent, instruction as mentioned in this paper. But beyond test preparation and curriculum narrowing, little empirical evidence has been found to support these policies.
Journal ArticleDOI

Gamed by the System: Adequate Yearly Progress as an Indicator of Persistently Low-Achieving School Performance.

Craig Hochbein, +2 more
- 26 Feb 2013 - 
TL;DR: The recent policy focus on the turnaround of persistently low-achieving schools has generated considerable debate about the reforms needed to dramatically and quickly increase school performance as mentioned in this paper. But, as stated by the authors,
Journal ArticleDOI

Post-truth schooling and marketized education: Explaining the decline in Sweden's school quality

Magnus Henrekson, +1 more
- 01 Oct 2019 - 
TL;DR: In this paper, a pioneering analysis of the consequences of combining institutionalized social constructivism with an extensive marketization of education is presented, which suggests that these problems are to no small extent a result of an unlikely combination of a postmodern view of truth and knowledge, the ensuing pedagogy of child-centered discovery, and market principles.
References
More filters
Journal ArticleDOI

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

Bengt Holmstrom, +1 more
- 01 Jan 1991 - 
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.
Journal ArticleDOI

Estimating the Effect of Training Programs on Earnings.

Orley Ashenfelter
- 01 Feb 1978 - 
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.
Journal ArticleDOI

Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating

Brian A. Jacob, +1 more
- 01 Aug 2003 - 
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.
Journal ArticleDOI

Economic Considerations and Class Size

Alan B. Krueger
- 01 Feb 2003 - 
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

Walt Haney
- 19 Aug 2000 - 
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.
Related Papers (5)

Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating

Brian A. Jacob, +1 more
- 01 Aug 2003 - 

Does School Accountability Lead to Improved Student Performance

Eric A. Hanushek, +1 more
- 01 Mar 2005 - 

Does External Accountability Affect Student Outcomes? A Cross-State Analysis

Martin Carnoy, +1 more
- 21 Dec 2002 - 

Left Behind By Design: Proficiency Counts and Test-Based Accountability

Derek Neal, +1 more
- 15 Apr 2010 - 

Below the Bubble: “Educational Triage” and the Texas Accountability System

Jennifer Booher-Jennings
- 01 Jan 2005 - 
Frequently Asked Questions (1)
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.