Threat-induced math improvements from attending a threatened elementary school persist at least through the first one to two years of middle school¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Math improvements induced by accountability sanction threats in elementary school largely persist into the first one to two years of middle school. → Hanley Chiang 2009
Evidence¶
Hanley Chiang 2009¶
Hanley Chiang. (2009). How Accountability Pressure on Failing Schools Affects Student Achievement. Journal of Public Economics, vol. 93, issue 9-10. https://www.mathematica.org/publications/how-accountability-pressure-on-failing-schools-affects-student-achievement
q3 · i? · causal · r2
A regression discontinuity study of students who attended threatened elementary schools estimates medium-run effects on test scores. The author reports that "Threat-induced math improvements from elementary school largely persist at least through the first one to two years of middle school." No effect size is printed.
"The author uses a regression discontinuity design to estimate medium-run effects on student test scores from having attended a threatened elementary school. Threat-induced math improvements from elementary school largely persist at least through the first one to two years of middle school"
Discussion¶
Related Claims¶
- Accountability sanction effects were not consistent across years and outcomes — related
- Evidence for persistence of threat-induced reading improvements is less consistent than for math — 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 — a broader claim this one bears on
- Reformed elementary schools made significant test-score improvements versus matched comparison schools, with gains growing gradually over four years — related
- The study evaluates the relative importance of educational reforms and gaming behavior in generating test score gains by threatened schools — related
- Schools that missed AYP showed some positive subsequent achievement impacts under NCLB accountability — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sanction-threat-math-gains-persist-middle-school |
title |
Threat-induced math improvements from attending a threatened elementary school persist at least through the first one to two years of middle school |
description |
Threat-induced math improvements from attending a threatened elementary school persist at least through the first one to two years of middle school |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hanley-chiang-2009 |
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