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ERIC Number: EJ975443
Record Type: Journal
Publication Date: 2012-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0162-3737
Grading New York: Accountability and Student Proficiency in America's Largest School District
Winters, Marcus A.; Cowen, Joshua M.
Educational Evaluation and Policy Analysis, v34 n3 p313-327 Sep 2012
This article uses a regression discontinuity approach to study the influence of New York City's school grading policy on student math and English language arts (ELA) achievement. We find evidence that students in schools receiving a failing grade realized positive effects in English in the 1st year of sanction, but we find no statistically significant effect during the 1st year of sanction on student math achievement. There is no evidence that receiving letter grades other than F had positive effects. Finally, we show that students in schools that received an F-grade in the 1st year continued to realize a positive average ELA effect in the 2nd year and that a positive math effect was evident as well. (Contains 2 notes, 4 figures, and 9 tables.)
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; Elementary Secondary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York