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Plank, Stephen B.; Condliffe, Barbara Falk – American Educational Research Journal, 2013
High-stakes tests are the most heavily weighted measures in accountability systems developed in response to No Child Left Behind. While some studies show high-stakes accountability being related to test score gains, others suggest these policies do not improve achievement and often result in unintended consequences. To understand mechanisms…
Descriptors: High Stakes Tests, Accountability, Educational Quality, Federal Legislation
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Cook, Thomas D.; Hirschfield, Paul J. – American Educational Research Journal, 2008
In 2000, Cook, Murphy, and Hunt published a multilevel study of Chicago inner-city schools in order to evaluate James Comer's School Development Program (SDP). One main finding was that SDP reduced the rate of change and final posttest mean when delinquency was assessed annually between Grades 5 and 8 using a self-report measure of acting out. The…
Descriptors: Delinquency, Juvenile Justice, Grade 5, Social Justice
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Booher-Jennings, Jennifer – American Educational Research Journal, 2005
This article uses two dominant traditions in the organizational study of schools--the neoinstitutional and faculty workplace approaches--to explain an urban elementary school's response to the Texas Accountability System. The findings indicate that teachers, guided by an institutional logic, sought to create the appearance of test score…
Descriptors: Accountability, Educational Environment, Decision Making, Educational Change