A theoretical model of the distribution of teacher attention under benchmark testing
This paper provides a simple theoretical model designed to capture the targeting incentives d 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.
Volume (Year): 9 (2008)
Issue (Month): 29 ()
|Contact details of provider:|| |
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- 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
5248, C.E.P.R. Discussion Papers.
- Simon Burgess & Carol Propper & Helen Slater & Deborah Wilson, 2005. "Who wins and who loses from school accountability? The distribution of educational gain in English secondary schools," The Centre for Market and Public Organisation 05/128, Department of Economics, University of Bristol, UK.
- 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 04/107, Department of Economics, University of Bristol, UK.
- Reback, Randall, 2008.
"Teaching to the rating: School accountability and the distribution of student achievement,"
Journal of Public Economics,
Elsevier, vol. 92(5-6), pages 1394-1415, June.
- Randall Reback, 2006. "Teaching to the Rating: School Accountability and the Distribution of Student Achievement," Working Papers 0602, Barnard College, Department of Economics.
- Ross Guest, 2001. "The Instructor's Optimal Mix of Teaching Methods," Education Economics, Taylor & Francis Journals, vol. 9(3), pages 313-326.
When requesting a correction, please mention this item's handle: RePEc:ebl:ecbull:eb-08i20014. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (John P. Conley)
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.