Using Predictive Analytics to Track Students: Evidence from a Seven-College Experiment

Abstract

for their contributions. We also thank Judy Scott-Clayton for her comments and advice. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

Accountability, Test Prep Incentives, and the Design of Math and English Exams

“…If math requires cumulative learning, there may be more agreement on what it means to be proficient. It is easier to write exam questions that are informative about student proficiency when there is more agreement on the standards (Bergman et al, 2021). There is also a longstanding concern about U.S. students' underperformance in mathematics (Goodman, 2019).…”