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Incentives and Equity Under Standards-Based Reform

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  • Julian R. Betts

    ()
    (University of California San Diego)

  • Robert M. Costrell

    ()

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    Abstract

    The paper considers theoretical and empirical evidence on the impact of standards-based school reform. Our theoretical synthesis distinguishes between sorting and incentive effects of high standards, and spells out the potential tradeoffs and complementarities between enhancing efficiency and equity in student achievement. Differentiated credentials can be helpful in ameliorating tradeoffs, provided that distinct signals are clearly understood, especially between cognitive and non-cognitive skills. The paper reviews trends in state-level school accountability systems, and examines empirical evidence on the impact of increased standards and expectations on student achievement. Finally, the paper reviews some of the practical challenges facing the standards movement.

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    File URL: http://www.umass.edu/economics/publications/econ2000_08.pdf
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    Bibliographic Info

    Paper provided by University of Massachusetts Amherst, Department of Economics in its series UMASS Amherst Economics Working Papers with number 2000-08.

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    Date of creation: 2000
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    Handle: RePEc:ums:papers:2000-08

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    Web page: http://www.umass.edu/economics
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    Cited by:
    1. Eduardo de Carvalho Andrade & Luciano I. de Castro, 2008. "Tougher Educational Exam Leading to Worse Selection," Discussion Papers 1469, Northwestern University, Center for Mathematical Studies in Economics and Management Science.
    2. Yi-Chun Chen & Siyang Xiong, 2008. "Topologies on Types: Connections," Discussion Papers 1470, Northwestern University, Center for Mathematical Studies in Economics and Management Science.

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