A Theoretical Model of the Distribution of Teacher Attention under Benchmark Testing
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.
|Date of creation:||2007|
|Date of revision:|
|Contact details of provider:|| Postal: |
Phone: (304) 293-7859
Fax: (304) 293-2233
Web page: http://be.wvu.edu/phd_economics/
More information through EDIRC
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.:
- 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.
- 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.
When requesting a correction, please mention this item's handle: RePEc:wvu:wpaper:07-03. 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: (Josh Hall)
If references are entirely missing, you can add them using this form.