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Direct linkPazey, Barbara L.; Heilig, Julian Vasquez; Cole, Heather A.; Sumbera, Meagan – Urban Review: Issues and Ideas in Public Education, 2015
Over the last two decades, our nation has seen an array of reform initiatives that support lofty goals for student achievement. An underexplored issue in the literature is how this school reform set against the backdrop of high-stakes testing has impacted the students it is designed to assist. Now armed with years of student data, critics of…
Descriptors: Special Education, Student Experience, Comparative Analysis, Accountability
Heilig, Julian Vasquez – Teachers College Record, 2011
Background/Context: The prevailing theory of action underlying No Child Left Behind's high-stakes testing and accountability ratings is that schools and students held accountable to these measures will automatically increase educational output as educators try harder, schools will adopt more effective methods, and students will learn more. In…
Descriptors: Educational Policy, Minimum Competency Testing, High Stakes Tests, Grade Repetition
Heilig, Julian Vasquez – American Secondary Education, 2011
No Child Left Behind's mandated high-stakes testing and accountability policies have pervaded districts and schools nationwide. To examine student progress and graduation in the midst of first generation Texas-style accountability, this study tracked individuals in a longitudinal dataset of over 45,000 high school students in the Houston…
Descriptors: Urban Schools, Graduation Rate, Federal Legislation, Economically Disadvantaged
Heilig, Julian Vasquez; Cole, Heather; Aguilar, Angelica – Arts Education Policy Review, 2010
This historical narrative tracks the evolution and devolution of visual arts education from Dewey's progressive era pedagogy and the theory of the arts as experience through the modern accountability movement. Archival material, state curricular documents, and conversations with policymakers show an increasing focus on core subject areas of…
Descriptors: Visual Arts, Art Education, High Stakes Tests, Accountability
Heilig, Julian Vasquez; Darling-Hammond, Linda – Educational Evaluation and Policy Analysis, 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…
Descriptors: Testing, Academic Achievement, High Stakes Tests, Achievement Tests
Holme, Jennifer Jellison; Heilig, Julian Vasquez – Journal of School Leadership, 2012
High school exit exam requirements are affecting a growing number of U.S. students--particularly low-income students and students of color. This article examines the policy and legal landscape of exit testing policy to shed light on some of the key issues facing local school leaders charged with implementing these policies. The article first…
Descriptors: Exit Examinations, Testing, Low Income Groups, Court Litigation
