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ERIC Number: EJ797551
Record Type: Journal
Publication Date: 2008-Jun
Pages: 36
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0162-3737
Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context
Heilig, Julian Vasquez; Darling-Hammond, Linda
Educational Evaluation and Policy Analysis, v30 n2 p75-110 Jun 2008
This study examines longitudinal student progress and achievement on the elementary, middle, and high school levels in relation to accountability policy incentives in a large urban district in Texas. Using quantitative analyses supplemented by qualitative interviews, the authors found that high-stakes testing policies that rewarded and punished schools based on average student scores created incentives for schools to "game the system" by excluding students from testing and, ultimately, school. In the elementary grades, low-achieving students were disproportionately excluded from taking the high-stakes Texas Assessment of Academic Skills tests, demonstrating gains not reflected on the low-stakes Stanford Achievement Test-Ninth Edition. Student exclusion at the elementary level occurred through special education and language exemptions and missing scores. Furthermore, gaming strategies reduced educational opportunity for African American and Latino high school students. Sharp increases in 9th-grade student retention and disappearance were associated with increases in 10th-grade test scores and related accountability ratings. (Contains 11 tables and 8 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas