NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021008
Record Type: Journal
Publication Date: 2014-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0038-0407
Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement
Jennings, Jennifer; Sohn, Heeju
Sociology of Education, v87 n2 p125-141 Apr 2014
How do proficiency-based accountability systems affect inequality in academic achievement? This article reconciles mixed findings in the literature by demonstrating that three factors jointly determine accountability's impact. First, by analyzing student-level data from a large urban school district, we find that when educators face accountability pressure, they focus attention on students closest to proficiency. We refer to this practice as "educational triage" and show that the difficulty of the proficiency standard affects whether lower or higher performing students gain most on high-stakes tests used to evaluate schools. Less difficult proficiency standards decrease inequality in high-stakes achievement, while more difficult standards increase it. Second, we show that educators emphasize test-specific skills with students near proficiency, a practice we refer to as "instructional triage." As a result, the effects of accountability pressure differ across high- and low-stakes tests; we find no effects on inequality in low-stakes reading and math tests of similar skills. Finally, we provide suggestive evidence that instructional triage is most pronounced in the lowest performing schools. We conclude by discussing how these findings shape our understanding of accountability's effects on educational inequality.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Stanford Achievement Tests; Texas Assessment of Academic Skills