Accountability sanction effects were not consistent across years and outcomes¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Achievement effects of missing AYP or of school improvement identification varied across years and outcome measures. → Brian Gill 2009

Evidence¶

Brian Gill 2009¶

Brian Gill, J.R. Lockwood III, Francisco Martorell, Claude Messan Setodji, Kevin Booker. (2009). An Exploratory Analysis of Adequate Yearly Progress, Identification for Improvement, and Student Achievement in Two States and Three Cities. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. https://www.mathematica.org/publications/an-exploratory-analysis-of-adequate-yearly-progress-identification-for-improvement-and-student-achievement-in-two-states-and-three-cities

q3 · i? · causal · r?

Across the exploratory regression discontinuity analyses in two states and three districts, the report states that "effects were not consistent across years and outcomes."

"Further, effects were not consistent across years and outcomes."

Discussion¶

Related Claims¶

• Schools that missed AYP showed some positive subsequent achievement impacts under NCLB accountability — related
• First-year identification for school improvement showed no positive achievement impacts — a narrower finding that bears on this claim
• Evidence for persistence of threat-induced reading improvements is less consistent than for math — a narrower finding that bears on this claim
• Threat-induced math improvements from attending a threatened elementary school persist at least through the first one to two years of middle school — related
• Sanction threats tend to raise school spending on instructional technology, curricular development, and teacher training — related
• High-stakes testing without investment did not improve achievement and narrowed instruction — related
• Sanction threats on low-performing schools can raise student test scores in the short run, but the role of gaming behavior versus genuine reform has been uncertain — related
• Individual RD impact estimates show substantial variation in bias, warranting caution when interpreting single RD estimates — related