Does School Accountability Lead to Improved Student Performance?

Hanushek, Eric A.; Raymond, Margaret

doi:10.3386/w10591

Cited by 268 publications

(374 citation statements)

References 28 publications

(20 reference statements)

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“…Computer-generated predictions could be used to rationalize and/or conceal the 'weeding out' of students at risk of underperforming, or -on the other handto create implicit barriers to access for specific groups. Although such consequences are by no means linked to accountability per se, they have been observed when strong competition has pushed educational institutions to pursue homogeneous social milieus, therefore exacerbating differences on the basis of class and race (Anushek & Raymond, 2005). Even the often genuine preference of educators for progressive pedagogies and collaborative, dialogic technologies, does not seem viable in the current accountability regimes; unless said pedagogies and tools present opportunities for data mining, analysis and comparison.…”

Section: The Challenges Aheadmentioning

confidence: 99%

Assessment, technology and democratic education in the age of data

Perrotta¹

2012

Learning, Media and Technology

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This paper contends that powerful techniques to manipulate data, enabled by technological and economic developments, can be easily co-opted to serve the restrictive frameworks of hyper-controlling, managerial accountability that characterise current cultures of summative assessment in education. In response to these challenges, research is urgently needed to increase our understanding of the impact that assessments have on individuals and society. The paper concludes that social research ought to contribute to the identification of responses -educational, technological and political -that can minimize inequalities and potential abuses through the encouragement of data literacy across society.

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Section: The Challenges Aheadmentioning

confidence: 99%

Assessment, technology and democratic education in the age of data

Perrotta¹

2012

Learning, Media and Technology

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“…La experiencia internacional ha demostrado que una de las formas de responder al problema de las escuelas de bajo rendimiento, es la introducción de incentivos a través de mecanismos de accountability a nivel escolar (Chiang, 2009;Figlio & Rouse, 2006;Gershberg et al, 2012;Hanushek & Raymond, 2005;Reback, 2008;West & Peterson, 2006). En el caso de Chile, la inserción de este tipo de mecanismos se ha materializado en la Ley de Subvención Escolar Preferencial (SEP) (Ley Nº20.248) (Ministerio de Educación de Chile, 2008).…”

Section: Introductionunclassified

Educational Psychology in rural contexts: are we ready? Notes on the Chilean case

Vera-Bachmann

Valenzuela-Gamín

Álvarez-Espinoza

2016

Rev. Int. Investig. Cienc. Soc

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“…Let us …rst operationalize its di¤erent interpretations within the context of the non-separable model (13). For this empirical application we have to specify the constant and the slope.…”

Section: The Trade-o¤ In Practicementioning

confidence: 99%

School accountability: can we reward schools and avoid pupil selection?

Ooghe

Schokkaert

2015

Soc Choice Welf

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 7420 May 2013 ABSTRACTSchool Accountability: Can We Reward Schools and Avoid Pupil Selection? * School accountability schemes require measures of school performance, and these measures are in practice often based on pupil test scores. It is well-known that insufficiently correcting these test scores for pupil characteristics may provide incentives for inefficient pupil selection. We show that the trade-off between reward and pupil selection is not only a matter of sufficient information. A school accountability scheme that rewards school performance will create incentives for pupil selection, even under perfect information, unless the educational production function satisfies an (unrealistic) separability assumption. We propose different compromise solutions and discuss the resulting incentives in theory. The empirical relevance of our analysis -i.e., the rejection of the separability assumption and the magnitude of the incentives in the different compromise solutions -is illustrated with Flemish data. JEL Classification:H52, I22, I24

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Does School Accountability Lead to Improved Student Performance?

Abstract: The

Cited by 268 publications

References 28 publications

Assessment, technology and democratic education in the age of data

Assessment, technology and democratic education in the age of data

Educational Psychology in rural contexts: are we ready? Notes on the Chilean case

School accountability: can we reward schools and avoid pupil selection?

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