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RSF: The Russell Sage Foundation Journal of the Social Sciences

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Research Article
Open Access

Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning

Jennifer L. Jennings, Douglas Lee Lauen
RSF: The Russell Sage Foundation Journal of the Social Sciences September 2016, 2 (5) 220-241; DOI: https://doi.org/10.7758/RSF.2016.2.5.11
Jennifer L. Jennings
aAssociate professor of sociology at New York University
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Douglas Lee Lauen
bAssociate professor of public policy at the University of North Carolina at Chapel Hill
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  • Article
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REFERENCES

  1. ↵
    Aviv, Rachel. 2014. “Wrong Answer.” The New Yorker, July 13.
  2. ↵
    1. Booher-Jennings, Jennifer
    . 2005. “Below the Bubble: ‘Educational Triage’ and the Texas Accountability System.” American Educational Research Journal 42(2): 231–68.
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  3. ↵
    1. Carnoy, Martin, and Susanna Loeb
    . 2002. “Does External Accountability Affect Student Outcomes? A Cross-State Analysis.” Educational Evaluation and Policy Analysis 24(4): 305–31.
    OpenUrlCrossRefWeb of Science
  4. ↵
    Dee, Thomas, and Brian Jacob. 2009. “The Impact of No Child Left Behind on Student Achievement.” Working Paper 15531. Cambridge, Mass.: National Bureau of Economic Research.
  5. ↵
    Deming, David, Sarah Cohodes, Jennifer L. Jennings, and Christopher Jencks. 2013. “High-Stakes Testing, Post-Secondary Attainment, and Earnings.” Working Paper 19444. Cambridge, Mass.: National Bureau of Economic Research (September).
  6. ↵
    Elliott, Stuart W., and Michael Hout, eds. 2011. Incentives and Test-Based Accountability in Education. Washington, D.C.: National Academies Press.
  7. ↵
    Figlio, David N., and Lawrence Getzler. 2002. “Accountability, Ability, and Disability: Gaming the System.” Working Paper 9307. Cambridge, Mass.: National Bureau of Economic Research.
  8. ↵
    1. Hallett, Tim
    . 2010. “The Myth Incarnate: Recoupling Processes, Turmoil, and Inhabited Institutions in an Urban Elementary School.” American Sociological Review 75(1): 52–74.
    OpenUrlCrossRefWeb of Science
  9. ↵
    Hanushek, Eric A., and Margaret E. Raymond. 2004. “Does School Accountability Lead to Improved Student Performance?” Working Paper 10591. Cambridge, Mass.: National Bureau of Economic Research.
  10. ↵
    Hoey, Lesli, Patricia B. Campbell, and Lesley Perlman. 2001. "Where's the Overlap? Mapping the SAT-9 and TAAS 4th Grade Test Objectives." Unpublished manuscript, Campbell-Kibler Associates.
  11. ↵
    Holcombe, Rebecca, Jennifer L. Jennings, and Daniel Koretz. 2013. “Predictable Patterns That Facilitate Score Inflation: A Comparison of the New York and Massachusetts State Tests.” In Charting Reform, Achieving Equity in a Diverse Nation, edited by Gail L. Sunderman. Charlotte, N.C.: Information Age Publishing.
  12. ↵
    1. Jacob, Brian A
    . 2005. “Accountability, Incentives, and Behavior: Evidence from School Reform in Chicago.” Journal of Public Economics 895–96: 761–96.
    OpenUrl
  13. ↵
    Jacob, Brian A. 2007. “Test-Based Accountability and Student Achievement: An Investigation of Differential Performance on NAEP and State Assessments.” Working Paper 12817. Cambridge, Mass.: National Bureau of Economic Research.
  14. ↵
    1. Jacob, Brian A., and
    2. Steven Levitt
    . 2003. “Rotten Apples: An Investigation of the Prevalence of Teacher Cheating.” Quarterly Journal of Economics 118(3): 843–77.
    OpenUrlCrossRefWeb of Science
  15. ↵
    1. Jennings, Jennifer L., and
    2. Jonathan M. Bearak
    . 2014. “‘Teaching to the Test’ in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance.” Educational Researcher 43(8): 381–89.
    OpenUrlCrossRef
  16. ↵
    1. Jennings, Jennifer L., and
    2. Heeju Sohn
    . 2014. “Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement.” Sociology of Education 87(2): 125–41.
    OpenUrlCrossRefPubMed
  17. ↵
    Klein, Steven, Laura Hamilton, Daniel McCaffrey, and Brian Stecher. 2000. What Do Test Scores in Texas Tell Us? Santa Monica, Calif.: RAND.
  18. ↵
    1. Koretz, Daniel M
    . 2005. “Alignment, High Stakes, and the Inflation of Test Scores.” Yearbook of the National Society for the Study of Education 1042(1): 99–118.
    OpenUrl
  19. ↵
    Koretz, Daniel M. 2008. Measuring Up: What Educational Testing Really Tells Us. Cambridge, Mass.: Harvard University Press.
  20. ↵
    Koretz, Daniel M. 2013. “Adapting the Practice of Measurement to the Demands of Test-Based Accountability.” Working Paper. Cambridge, Mass.: Harvard University.
  21. ↵
    Koretz, Daniel M., and Sheila I. Barron. 1998. The Validity of Gains on the Kentucky Instructional Results Information System KIRIS. Santa Monica, Calif.: RAND.
  22. ↵
    1. Lauen, Douglas Lee, and
    2. Michael Gaddis
    . 2012. “Shining a Light or Fumbling in the Dark? The Effects of NCLB’s Subgroup-Specific Accountability Pressure on Student Performance.” Educational Evaluation and Policy Analysis 34(2): 185–208.
    OpenUrlCrossRefWeb of Science
  23. ↵
    McAdams, Douglas R. 2000. Fighting to Save Our Urban Schools . . . and Winning! New York: Teachers College Press.
  24. ↵
    Neal, Derek. 2013. “The Consequences of Using One Assessment System to Pursue Two Objectives.” Working Paper 19214. Cambridge, Mass.: National Bureau of Economic Research.
  25. ↵
    1. Neal, Derek, and
    2. Diane Whitmore Schanzenbach
    . 2010. “Left Behind by Design: Proficiency Counts and Test-Based Accountability.” Review of Economics and Statistics 92(2): 263–83.
    OpenUrlCrossRefWeb of Science
  26. ↵
    1. Reback, Randall
    . 2008. “Teaching to the Rating: School Accountability and the Distribution of Student Achievement.” Journal of Public Economics 92(5): 1394–1415.
    OpenUrlCrossRefWeb of Science
  27. ↵
    Reback, Randall, Jonah Rockoff, and Heather Schwartz. 2011. “Under Pressure: Job Security, Resource Allocation, and Productivity in Schools Under NCLB.” Working Paper. New York: Barnard College.
  28. ↵
    Rouse, Cecilia, Jane Hannaway, Daniel Goldhaber, and David Figlio. 2007. “Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure.” NBER Working Paper 13681. Cambridge, Mass.: National Bureau of Economic Research.
  29. ↵
    Swanson, Chris. 2006. “High School Graduation Rates in Texas: Independent Research to Understand and Combat the Graduation Crisis” (research report). Bethesda, MD: Editorial Projects in Education, Education Week Research Center (October).
  30. ↵
    Wong, Manyee, Thomas D. Cook, and Peter M. Steiner. 2009. “No Child Left Behind: An Interim Evaluation of Its Effects on Learning Using Two Interrupted Time Series Each with Its Own Non-equivalent Comparison Series.” Working paper. Evanston, Ill.: Northwestern University.
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RSF: The Russell Sage Foundation Journal of the Social Sciences: 2 (5)
RSF: The Russell Sage Foundation Journal of the Social Sciences
Vol. 2, Issue 5
1 Sep 2016
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Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning
Jennifer L. Jennings, Douglas Lee Lauen
RSF: The Russell Sage Foundation Journal of the Social Sciences Sep 2016, 2 (5) 220-241; DOI: 10.7758/RSF.2016.2.5.11

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Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning
Jennifer L. Jennings, Douglas Lee Lauen
RSF: The Russell Sage Foundation Journal of the Social Sciences Sep 2016, 2 (5) 220-241; DOI: 10.7758/RSF.2016.2.5.11
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