Left behind by design

Proficiency counts and test-based accountability

Derek Neal*, Diane Whitmore Schanzenbach

*Corresponding author for this work

Research output: Contribution to journalArticle

157 Citations (Scopus)

Abstract

We show that within the Chicago Public Schools, both the introduction of NCLB in 2002 and the introduction of similar district-level reforms in 1996 generated noteworthy increases in reading and math scores among students in the middle of the achievement distribution but not among the least academically advantaged students. The stringency of proficiency requirements varied among the programs implemented for different grades in different years, and our results suggest that changes in proficiency requirements induce teachers to shift more attention to students who are near the current proficiency standard.

Original languageEnglish (US)
Pages (from-to)263-283
Number of pages21
JournalReview of Economics and Statistics
Volume92
Issue number2
DOIs
StatePublished - May 1 2010

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responsibility
student
district
reform
teacher
school
Accountability
Public schools

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Economics and Econometrics

Cite this

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Left behind by design : Proficiency counts and test-based accountability. / Neal, Derek; Schanzenbach, Diane Whitmore.

In: Review of Economics and Statistics, Vol. 92, No. 2, 01.05.2010, p. 263-283.

Research output: Contribution to journalArticle

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