Does External Accountability Affect Student Outcomes? A Cross-State Analysis

We developed a zero-to-five index of the strength of accountability in 50 states based on the use of high-stakes testing to sanction and reward schools, and analyzed whether that index is related to student gains on the NAEP mathematics test in 1996-2000. The study also relates the index to changes...

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Bibliographic Details
Published in:Educational evaluation and policy analysis 2002-12, Vol.24 (4), p.305-331
Main Authors: Carnoy, Martin, Loeb, Susanna
Format: Article
Language:English
Subjects:
Academic Achievement
Accountability
Achievement Gains
Basic skills
Coefficients
Educational Change
Educational Improvement
Educational Testing
Elementary Secondary Education
Grade repetition
High school students
High Schools
High Stakes Tests
Hispanics
Mathematics
National Assessment of Educational Progress
Outcomes of Education
Parent Participation
School Holding Power
State Programs
Survival rates
Test scores
Test Use
Urban Schools
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Summary:We developed a zero-to-five index of the strength of accountability in 50 states based on the use of high-stakes testing to sanction and reward schools, and analyzed whether that index is related to student gains on the NAEP mathematics test in 1996-2000. The study also relates the index to changes in student retention in the 9th grade and to changes in high school completion rates over the same period. The results show that students in high-accountability states averaged significantly greater gains on the NAEP 8th-grade math test than students in states with little or no state measures to improve student performance. Furthermore, students in high-accountability states do not have significantly higher retention or lower high school completion rates.
ISSN:0162-3737
1935-1062
DOI:10.3102/01623737024004305