School accountability and student achievement

David N Figlio, Helen F. Ladd

Research output: Chapter in Book/Report/Conference proceedingChapter

10 Scopus citations

Abstract

INTRODUCTION Demands for more accountability and results-based incentive systems in K-12 education come from many directions and have dominated much of the education policy discussion at both the state and federal levels in the United States for many years (Ladd, 1996; Ladd & Hansen, 1999; Peterson & West, 2003). Accountability in education is a broad concept that could be addressed in many different ways: using political processes to assure democratic accountability, introducing market-based reforms to increase accountability to parents and children, developing peer-based accountability systems to increase the professional accountability of teachers, or using administrative accountability systems designed to drive the system toward higher student achievement. Th is chapter focuses on this last approach and pays particular attention to programs that use the individual school as the primary unit of accountability.

Original languageEnglish (US)
Title of host publicationHandbook of Research in Education Finance and Policy, Second Edition
PublisherTaylor and Francis
Pages194-210
Number of pages17
ISBN (Electronic)9781135041069
ISBN (Print)9780415838016
DOIs
StatePublished - Jan 1 2014

ASJC Scopus subject areas

  • Social Sciences(all)

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    Figlio, D. N., & Ladd, H. F. (2014). School accountability and student achievement. In Handbook of Research in Education Finance and Policy, Second Edition (pp. 194-210). Taylor and Francis. https://doi.org/10.4324/9780203788684