The Impact of High-Stakes Testing in Chicago on Student Achievement in Promotional Gate Grades

This article analyzes the impact of high-stakes testing in Chicago on student achievement in grades targeted for promotional decisions. Using a three-level Hierarchical Linear Model, we estimate achievement value added in gate grades (test-score increases over and above that predicted from a student...

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Bibliographic Details
Published in:Educational evaluation and policy analysis 2002-12, Vol.24 (4), p.333-357
Main Authors: Roderick, Melissa, Jacob, Brian A., Bryk, Anthony S.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic probation
Achievement Gains
Achievement Tests
At risk students
Chicago Public Schools IL
Educational Research
Elementary Secondary Education
Exit Examinations
Grade Repetition
High schools
High Stakes Tests
Junior High School Students
Mathematics education
Navigation lights
Social Promotion
Standardized Tests
Teachers
Test scores
Test Use
Urban Schools
Value added
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Summary:This article analyzes the impact of high-stakes testing in Chicago on student achievement in grades targeted for promotional decisions. Using a three-level Hierarchical Linear Model, we estimate achievement value added in gate grades (test-score increases over and above that predicted from a student's prior growth trajectory) for successive cohorts of students and derive policy effects by comparing value added pre- and postpolicy. Test scores in these grades increased substantially following the introduction of high-stakes testing. The effects are larger in the 6th and 8th grades and smaller in the 3rd grade in reading. Effects are also larger in previously low-achieving schools. In reading, students with low skills experienced the largest improvement in learning gains in the year prior to testing, while students with skills closer to their grade level experienced the greatest benefits in mathematics.
ISSN:0162-3737
1935-1062
DOI:10.3102/01623737024004333