U.S. states’ performance on NAEP mathematics and reading exams after the implementation of school letter grade accountability policies
| Autor: | Audrey Amrein-Beardsley, Tray Geiger, Kevin Winn |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Cogent Education, Vol 9, Iss 1 (2022) |
| Druh dokumentu: | article |
| ISSN: | 2331186X 2331-186X |
| DOI: | 10.1080/2331186X.2022.2063223 |
| Popis: | Researchers explored how 13 states in which policymakers have adopted an A-F school letter grade accountability system performed on the National Assessment of Educational Progress (NAEP) post-policy implementation. Researchers found mixed results, with approximately half of these 13 states increasing achievement post-policy, and the other approximately half not, evidencing that states’ adoptions of similar A-F policies may not realize increased student achievement as intended and, rather, yield more-or-less random results. Policy implications are discussed, also given seven of these 13 states are Republican/Republican-leaning and one is Democratic/Democratic-leaning, which also has implications for others looking to potentially adopt such relatively conservative, educational policy approaches towards reform. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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