NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ896371
Record Type: Journal
Publication Date: 2008-Sep
Pages: 37
Abstractor: As Provided
Reference Count: 87
ISSN: ISSN-0034-6543
Is Test-Driven External Accountability Effective? Synthesizing the Evidence from Cross-State Causal-Comparative and Correlational Studies
Lee, Jaekyung
Review of Educational Research, v78 n3 p608-644 Sep 2008
In the midst of keen controversies on the impact of high-stakes testing and test-driven external accountability policy, the more balanced and careful selection, interpretation, and use of scientific research evidence are crucial. This article offers a critical synthesis of cross-state causal-comparative and correlational studies that explored the effects of test-driven external accountability policies on reading and math achievement. A meta-analysis of 76 effect-size estimates from 14 selected studies showed a modestly positive effect on average but no significant effect on the racial achievement gap. Nevertheless, this review calls for further evidence on the policy-outcome linkage, revealing limitations, uncertainties, and inconsistencies in many findings. The author explores variations among the studies in terms of independent and dependent variables, analytical samples and methods, and the reporting of statistical and practical significance. Implications for accountability policy and research under the No Child Left Behind Act are discussed. (Contains 6 notes, 2 tables, and 2 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 Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001