MARC Record from Library of Congress

LEADER: 02609cam a22003377a 4500
001 2005616348
003 DLC
005 20090508095121.0
007 cr |||||||||||
008 050127s2004 mau sb 000 0 eng
010 $a 2005616348
040 $aDLC$cDLC$dDLC
043 $an-us---
050 00 $aHB1
100 1 $aHanushek, Eric A.$q(Eric Alan),$d1943-
245 10 $aDoes school accountability lead to improved student performance?$h[electronic resource] /$cEric A. Hanushek, Margaret E. Raymond.
260 $aCambridge, MA :$bNational Bureau of Economic Research,$cc2004.
490 1 $aNBER working paper series ;$vworking paper 10591
538 $aSystem requirements: Adobe Acrobat Reader.
538 $aMode of access: World Wide Web.
500 $aTitle from PDF file as viewed on 1/27/2005.
530 $aAlso available in print.
504 $aIncludes bibliographical references.
520 3 $a"The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance. The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on measured student achievement. Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear positive impact on student achievement. This single policy instrument did not, however, also lead to any narrowing in the black-white achievement gap (though it did narrow the Hispanic-white achievement gap). Moreover, the black-white gap appears to have been harmed over the decade by increasing minority concentrations in the schools. An additional issue surrounding stronger accountability has been a concern about unintended consequences related to such things as higher exclusion rates from testing, increased drop-out rates, and the like. Our analysis of special education placement rates, a frequently identified area of concern, does not show any responsiveness to the introduction of accountability systems"--National Bureau of Economic Research web site.
650 0 $aEducational accountability$zUnited States.
650 0 $aEducational change$zUnited States.
650 0 $aAcademic achievement$zUnited States.
700 1 $aRaymond, Margaret E.$q(Margaret Elizabeth)
710 2 $aNational Bureau of Economic Research.
830 0 $aWorking paper series (National Bureau of Economic Research : Online) ;$vworking paper no. 10591.
856 40 $uhttp://papers.nber.org/papers/w10591