全球智库信息集成服务系统(G2TT): Does School Accountability Lead to Improved Student Performance?

G2TT

来源类型	Working Paper
规范类型	报告
DOI	10.3386/w10591
来源ID	Working Paper 10591
	Does School Accountability Lead to Improved Student Performance?
	Eric A. Hanushek; Margaret E. Raymond
发表日期	2004-06-28
出版年	2004
语种	英语
摘要	The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance. The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on measured student achievement. Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear positive impact on student achievement. This single policy instrument did not, however, also lead to any narrowing in the black-white achievement gap (though it did narrow the Hispanic-white achievement gap). Moreover, the balck-white gap appears to have been harmed over the decade by increasing minority concentrations in the schools. An additional issue surrounding stronger accountability has been a concern about unintended consequences related to such things as higher exclusion rates from testing, increased drop-out rates, and the like. Our analysis of special education placement rates, a frequently identified area of concern, does not show any responsiveness to the introduction of accountability systems.
主题	Public Economics ; Subnational Fiscal Issues ; Health, Education, and Welfare ; Education
URL	https://www.nber.org/papers/w10591
来源智库	National Bureau of Economic Research (United States)
引用统计
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/568220
推荐引用方式 GB/T 7714	Eric A. Hanushek,Margaret E. Raymond. Does School Accountability Lead to Improved Student Performance?. 2004.

条目包含的文件
文件名称/大小	资源类型	版本类型	开放类型	使用许可
w10591.pdf（387KB）	智库出版物		限制开放	CC BY-NC-SA	浏览