High-stakes testing accountability is pervasive in American K-12 schooling while its efficacy remains contested¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q1 i? Since NCLB, accountability via high-stakes standardized testing has become pervasive in US K-12 education, even as debate over its effectiveness continues. → Brian P. Gill 2015

Evidence¶

Brian P. Gill 2015¶

Brian P. Gill, Jennifer S. Lerner, Paul Meosky. (2015). Re-Imagining Accountability in K-12 Education: A Behavioral Science Perspective. Working Paper 39, Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/reimagining-accountability-in-k12-education-a-behavioral-science-perspective

q1 · i? · theoretical · r?

A contextual statement by the authors about the policy landscape since the No Child Left Behind Act, framing the paper's motivation. The available text prints no data quantifying pervasiveness or efficacy.

"Accountability in the form of high-stakes testing is now pervasive, even as its efficacy is hotly contested."

Discussion¶

Related Claims¶

• Assessment for learning improves achievement — related
• NCLB had negative effects on AI/AN education, including declines in Navajo students' standardized test scores of up to 50 percent over three years under scripted English-only programs — a narrower finding that bears on this claim
• CPS eleventh-grade PSAE participation in 2004 fell below the NCLB 95 percent requirement even after counting alternative assessments — a narrower finding that bears on this claim
• Only about 53 percent of CPS students who were first-time freshmen in 2000-01 took the PSAE within four years, with rates varying by race and gender — related