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| Titre : | Test-based accountability and educational equity: Breaking through local district politics? (2023) |
| Auteurs : | John J. Gregg ; Stéphane Lavertu |
| Type de document : | Article : document électronique |
| Dans : | Economics of Education Review (Vol. 97, December 2023) |
| Article en page(s) : | 102485 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ POLITIQUE DE L'EDUCATION ; INEGALITE SOCIALE ; RENDEMENT DE L'EDUCATION ; ECONOMIE DE L'EDUCATION ; ENSEIGNANT ; PRATIQUE DE GRH ; MODELISATION ; APPROCHE LOCALE ; ETATS UNIS |
| Résumé : | A central premise of the U.S. No Child Left Behind Act (NCLB) was that test-based accountability systems would break through local politics and lead districts to prioritize the needs of disadvantaged students. Yet, no research examines the equity-related effects of NCLB’s district accountability system. Focusing on a state with rich data, we find that negative ratings (which put districts at higher risk of state intervention) led to the disenrollment of economically disadvantaged students (ostensibly leading to a decline in income-based school segregation) and a corresponding (suspicious) jump in test scores. Negative ratings also led to changes in collectively bargained personnel policies and the replacement of teachers in disadvantaged students’ schools. There was no redistribution of funds toward disadvantaged students’ schools, however, and likely minimal impact on district elections. The results put into question whether a shift in district governance helps explain NCLB’s well-documented positive impacts on low-income students’ academic outcomes. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1016/j.econedurev.2023.102485 |
