Volatility in School Test Scores : Implications for Test-Based Accountability Systems

@inproceedings{Staiger2002VolatilityIS,
  title={Volatility in School Test Scores : Implications for Test-Based Accountability Systems},
  author={Douglas O. Staiger},
  year={2002}
}
B y the spring of 2000, forty states had begun using student test scores to rate school performance. Twenty states have gone a step further and are attaching explicit monetary rewards or sanctions to a school's test performance. For example, California planned to spend $677 million on teacher incentives in 2001, providing bonuses of up to $25,000 to teachers in schools with the largest test score gains. We highlight an under-appreciated weakness of school accountability systems—the volatility… CONTINUE READING
Highly Cited
This paper has 68 citations. REVIEW CITATIONS

Citations

Publications citing this paper.

69 Citations

051015'01'04'08'12'16
Citations per Year
Semantic Scholar estimates that this publication has 69 citations based on the available data.

See our FAQ for additional information.

References

Publications referenced by this paper.
Showing 1-10 of 13 references

Assessing the Definition of ‘Adequate Yearly Progress

  • See Thomas J. Kane, Douglas O. Staiger, Jeffrey Geppert
  • in the House and Senate Education Bills…
  • 2001

Improving School Accountability Measures,

  • Thomas J. Kane, Douglas O. Staiger
  • Working Paper 8156 (Cambridge, Mass.: National…
  • 2001

Pressure without Support,

  • Ulrich Boser
  • Education Week, January
  • 2001

Arizona Ranks Schools by ‘Value-Added’ to Scores,

  • Darcia Harris Bowman
  • Education Week, February
  • 2000

Grissmer and others, Improving Student Achievement: What State NAEP Scores Tell Us, MR–924–EDU (Santa Monica

  • W. David
  • Calif.: RAND,
  • 2000

North Carolina: Seeing a Payoff,

  • Kathleen Kennedy Manzo
  • Education Week,
  • 1999

Tennessee’s Class Size Study: Findings, Implications and Misconceptions,

  • Jeremy Finn, C. Achilles
  • Educational Evaluation and Policy Analysis,
  • 1999

The Long-Term Effects of Small Classes: A Five-Year Follow-up of the Tennessee Class Size Experiment,

  • Barbara Nye, Larry V. Hedges, Spyros Konstantopoulos
  • Educational Evaluation and Policy Analysis,
  • 1999

Department of Public Instruction, “ABCs Results Show Strong Growth in Student Achievement K–8,

  • North Carolina
  • August 6,
  • 1998

Similar Papers

Loading similar papers…