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

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  • Derek Neal

    (University of Chicago and NBER)

  • Diane Whitmore Schanzenbach

    (University of Chicago and NBER)

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    Abstract

    We show that within the Chicago Public Schools, both the introduction of NCLB in 2002 and the introduction of similar district-level reforms in 1996 generated noteworthy increases in reading and math scores among students in the middle of the achievement distribution but not among the least academically advantaged students. The stringency of proficiency requirements varied among the programs implemented for different grades in different years, and our results suggest that changes in proficiency requirements induce teachers to shift more attention to students who are near the current proficiency standard. © 2010 The President and Fellows of Harvard College and the Massachusetts Institute of Technology.

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    Bibliographic Info

    Article provided by MIT Press in its journal The Review of Economics and Statistics.

    Volume (Year): 92 (2010)
    Issue (Month): 2 (May)
    Pages: 263-283

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    Handle: RePEc:tpr:restat:v:92:y:2010:i:2:p:263-283

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    Cited by:
    1. Chakrabarti, Rajashri, 2014. "Incentives and responses under No Child Left Behind: Credible threats and the role of competition," Journal of Public Economics, Elsevier, Elsevier, vol. 110(C), pages 124-146.
    2. Eric Parsons, 2013. "The Icarus Syndrome: Why Do Some High Flyers Soar While Others Fall?," Working Papers, Department of Economics, University of Missouri 1308, Department of Economics, University of Missouri.
    3. Sylvia, Sean & Luo, Renfu & Zhang, Linxiu & Shi, Yaojiang & Medina, Alexis & Rozelle, Scott, 2013. "Do you get what you pay for with school-based health programs? Evidence from a child nutrition experiment in rural China," Economics of Education Review, Elsevier, Elsevier, vol. 37(C), pages 1-12.
    4. Matthew P. Steinberg, 2014. "Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago," Education Finance and Policy, MIT Press, vol. 9(1), pages 1-35, January.
    5. Robert Gary-Bobo & Marion Gousse & Jean-Marc Robin, 2014. "Grade retention and unobserved heterogeneity," CeMMAP working papers, Centre for Microdata Methods and Practice, Institute for Fiscal Studies CWP14/14, Centre for Microdata Methods and Practice, Institute for Fiscal Studies.
    6. Joshua D. Angrist & Sarah R. Cohodes & Susan M. Dynarski & Parag A. Pathak & Christopher R. Walters, 2013. "Stand and Deliver: Effects of Boston's Charter High School on College Preparation, Entry, and Choice," CESifo Working Paper Series, CESifo Group Munich 4396, CESifo Group Munich.
    7. De Witte, Kristof & Geys, Benny & Solondz, Catharina, 2012. "Public expenditures, educational outcomes and grade inflation: Theory and evidence from a policy intervention in the Netherlands," Discussion Papers, Research Professorship & Project "The Future of Fiscal Federalism", Social Science Research Center Berlin (WZB) SP II 2012-111, Social Science Research Center Berlin (WZB).
    8. Donze, Jocelyn & Gunnes, Trude, 2011. "Should Economists Listen to Educational Psychologists? Some Economics of Student Motivation," TSE Working Papers, Toulouse School of Economics (TSE) 11-247, Toulouse School of Economics (TSE).
    9. Craig, Steven G. & Imberman, Scott A. & Perdue, Adam, 2013. "Does it pay to get an A? School resource allocations in response to accountability ratings," Journal of Urban Economics, Elsevier, vol. 73(1), pages 30-42.
    10. Jones, Michael D., 2012. "Teacher Behavior under Performance Pay Incentives," MPRA Paper 43892, University Library of Munich, Germany.
    11. Jones, Michael D., 2013. "Teacher behavior under performance pay incentives," Economics of Education Review, Elsevier, Elsevier, vol. 37(C), pages 148-164.
    12. Derek Neal, 2010. "Aiming for Efficiency Rather Than Proficiency," Journal of Economic Perspectives, American Economic Association, American Economic Association, vol. 24(3), pages 119-32, Summer.
    13. Sims, David P., 2013. "Can failure succeed? Using racial subgroup rules to analyze the effect of school accountability failure on student performance," Economics of Education Review, Elsevier, Elsevier, vol. 32(C), pages 262-274.
    14. Glenn Ellison & Ashley Swanson, 2012. "Heterogeneity in High Math Achievement Across Schools: Evidence from the American Mathematics Competitions," NBER Working Papers 18277, National Bureau of Economic Research, Inc.
    15. Henry W. KINNUCAN & Martin D. SMITH & Yuqing ZHENG & Jose R. LLANES, 2012. "The Effects of No Child Left Behind on Student Performance in Alabama’s Rural Schools," Regional and Sectoral Economic Studies, Euro-American Association of Economic Development, Euro-American Association of Economic Development, vol. 12(1), pages 5-24.
    16. Eric Parsons, 2014. "School Specialization and High-Performing Students," Working Papers, Department of Economics, University of Missouri 1407, Department of Economics, University of Missouri, revised 05 Sep 2014.
    17. Koerselman, Kristian, 2013. "Incentives from curriculum tracking," Economics of Education Review, Elsevier, Elsevier, vol. 32(C), pages 140-150.
    18. Robert J. Gary-Bobo & Marion Gousse & Jean-Marc Robin, 2014. "Grade Retention and Unobserved Heterogeneity," CESifo Working Paper Series, CESifo Group Munich 4846, CESifo Group Munich.

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