ERIC Number: ED530885
Record Type: Non-Journal
Publication Date: 2008-Jan-15
Abstractor: As Provided
Reference Count: 4
Review of "Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure"
Betebenner, Damian W.
Education and the Public Interest Center
This study examines the relationship between high-stakes school accountability and its effects upon student test scores and school policies. The authors seek to understand the extent to which accountability sanctions and incentives for the poorest-performing schools in Florida explain subsequent changes in school practices and policies as well as achievement--measured by state assessment data, Stanford-10 assessment data and surveys of public school principals. Based on statistical analysis of the lowest-performing schools, the authors report that accountability incentives and sanctions are related to school practice and policy as well as to student achievement. The report uses comprehensive data sources and applies appropriate methodologies to address the research question. Its analyses demonstrate a mediating relationship for school policies between accountability and achievement gains, a finding consistent with both the literature on the subject and common sense. However, the report overstates and makes causal claims about the relationship between accountability sanctions and improvements in school achievement. In this way, the report's title and some causal statements in the body of the report are unfortunate in that they overstate the report's sound findings and suggest that vouchers and other accountability measures are shown to be the cause of achievement gains in some of Florida's lowest-performing schools. (Contains 2 notes.) The Think Tank Review Project is made possible by funding from the Great Lakes Center for Education Research and Practice. [This article reviews an Urban Institute report titled "Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure,' authored by Cecilia Elena Rouse, Jane Hannaway, Dan Goldhaber, and David Figlio. The Urban Institute version of this report, dated November 2007, by the same authors, is available at ED509667. The National Bureau of Economic Research version, dated December 2007, is available at ED501979.]
Descriptors: Sanctions, Achievement Gains, Academic Achievement, Statistical Analysis, Accountability, Educational Vouchers, Principals, High Stakes Tests, School Policy, Educational Practices, Incentives, Achievement Rating, Statistical Data, Statistical Studies, Statistical Surveys, Student Records, Administrator Attitudes, Research Methodology, Validity, Disadvantaged, Underachievement, Low Achievement
Education and the Public Interest Center. School of Education, University of Colorado, Boulder, CO 80309. Tel: 303-447-EPIC; Fax: 303-492-7090; e-mail: email@example.com; Web site: http://www.colorado.edu/education/centersoutreach/epic.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: Arizona State University, Education Policy Research Unit
Identifiers - Location: Florida