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A Theoretical Model of the Distribution of Teacher Attention under Benchmark Testing

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  • Justin M. Ross

    (Department of Economics, West Virginia University)

Abstract

This paper provides a tractable theoretical model designed to capture the targeting incentives created by benchmark testing. Under high-stakes benchmark testing, schools and teachers are judged on the fraction of students that meet some given level of educational attainment. The incentive for teachers is then to allocate their resources towards students who are on the margin of the pass/fail level of educational attainment. This behavior has some empirical support and the aim of the model is to provide a formal means of developing hypotheses for future research. A numerical simulation is used to confirm the model’s ability to capture this targeting behavior.

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File URL: http://www.be.wvu.edu/phd_economics/pdf/07-03.pdf
File Function: First version, 2007
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Bibliographic Info

Paper provided by Department of Economics, West Virginia University in its series Working Papers with number 07-03.

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Length: 19 pages
Date of creation: 2007
Date of revision:
Handle: RePEc:wvu:wpaper:07-03

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Web page: http://www.be.wvu.edu/phd_economics/
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Related research

Keywords: Education; Teacher Incentives; No Child Left Behind; Student Achievement; Standardized Testing;

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  1. Randall Reback, 2006. "Teaching to the Rating: School Accountability and the Distribution of Student Achievement," Working Papers, Barnard College, Department of Economics 0602, Barnard College, Department of Economics.
  2. Burgess, Simon & Propper, Carol & Slater, Helen & Wilson, Deborah, 2005. "Who wins and who loses from school accountability? The distribution of educational gain in English secondary schools," CEPR Discussion Papers, C.E.P.R. Discussion Papers 5248, C.E.P.R. Discussion Papers.
  3. Deborah Wilson & Bronwyn Croxson & Adele Atkinson, 2004. "“What Gets Measured Gets Done”: Headteachers’ Responses to the English Secondary School," The Centre for Market and Public Organisation, Department of Economics, University of Bristol, UK 04/107, Department of Economics, University of Bristol, UK.
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