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Left behind by design : proficiency counts and test-based accountability
Neal, Derek A.; Schanzenbach, Diane Whitmore - In: The review of economics and statistics 92 (2010) 2, pp. 263-283
Persistent link: https://www.econbiz.de/10008737746
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Left behind by design : proficiency counts and test-based accountability
Neal, Derek A.; Schanzenbach, Diane Whitmore - 2007
Many test-based accountability systems, including the No Child Left Behind Act of 2001 (NCLB), place great weight on the numbers of students who score at or above specified proficiency levels in various subjects. Accountability systems based on these metrics often provide incentives for teachers...
Persistent link: https://www.econbiz.de/10003517492
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Left Behind By Design : Proficiency Counts and Test-Based Accountability
Neal, Derek - 2007
Many test-based accountability systems, including the No Child Left Behind Act of 2001 (NCLB), place great weight on the numbers of students who score at or above specified proficiency levels in various subjects. Accountability systems based on these metrics often provide incentives for teachers...
Persistent link: https://www.econbiz.de/10012465357
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Left Behind by Design : Proficiency Counts and Test-Based Accountability
Neal, Derek A. - 2007
Many test-based accountability systems, including the No Child Left Behind Act of 2001 (NCLB), place great weight on the numbers of students who score at or above specified proficiency levels in various subjects. Accountability systems based on these metrics often provide incentives for teachers...
Persistent link: https://www.econbiz.de/10012776350
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Does effective school leadership improve student progression and test scores? : evidence from a field experiment in Malawi
Asim, Salman; Gera, Ravinder; Harris, Donna; Dercon, Stefan - 2024
Persistent link: https://www.econbiz.de/10015084662
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Using field experiments to encourage healthy eating in schools
Price, Joseph - In: Agricultural and resource economics review : ARER 48 (2019) 3, pp. 505-518
Persistent link: https://www.econbiz.de/10012268739
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(How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
Martins, Pedro S. - 2017
Non-cognitive skills programs may be an important policy option to improve the academic outcomes of adolescents. In this paper, we evaluate experimentally the EPIS program, which is based on bi-weekly individual or small-group non-cognitive mediation short meetings with low-performing students....
Persistent link: https://www.econbiz.de/10012948633
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How manipulating test scores affects school accountability and student achievement : standardized testing can create incentives to manipulate test results and generate misleading i...
Battistin, Erich - 2016
Standardized testing has become the accepted means of measuring a school’s quality. However, the associated rise in …
Persistent link: https://www.econbiz.de/10011539022
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The influence of education on preference : a natural experiment by the school grouping policy
Yamane, Shoko; Nakabayashi, Michiko - 2024
Persistent link: https://www.econbiz.de/10014486839
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The Effect of Fe y Alegria on School Achievement : Exploiting a School Lottery Selection as a Natural Experiment
Lavado, Pablo - 2017
estimates the effect of one Fe y Alegria school in Peru on mathematics and reading comprehension among second grade primary … pupils, between 2007 and 2012. The identification strategy is based on the fact that for this school Fe y Alegría conducted a … lottery to determine which students would be accepted onto first grade. We could prepare our estimates only for one school …
Persistent link: https://www.econbiz.de/10012966819