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Re-Imagining Accountability in K-12 Education: A Behavioral Science Perspective

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  • Brian P. Gill
  • Jennifer S. Lerner
  • Paul Meosky

Abstract

The policy debate on accountability in education can be informed by the literature from behavioral science, which makes clear that accountability comes in many forms and that it can produce positive or negative effects. Reviewing the literature, we conclude that an effective accountability regime in education will involve (1) multiple forms of accountability; (2) multiple measures of educational practice and educational outcomes; and (3) feedback mechanisms to promote the improvement of practice. Moreover, a multi-pronged accountability approach should specifically increase professional accountability, which has historically been underutilized in schools.

Suggested Citation

  • Brian P. Gill & Jennifer S. Lerner & Paul Meosky, "undated". "Re-Imagining Accountability in K-12 Education: A Behavioral Science Perspective," Mathematica Policy Research Reports d0c19d0709b641259fe391b2e, Mathematica Policy Research.
  • Handle: RePEc:mpr:mprres:d0c19d0709b641259fe391b2e0f3c472
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    References listed on IDEAS

    as
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    Keywords

    Education; Accountability; High-stakes testing;

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