Evidence for persistence of threat-induced reading improvements is less consistent than for math¶

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? Evidence for persistence of reading improvements induced by sanction threats is less consistent than evidence for math persistence. → 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 · r?

In the same regression discontinuity analysis of medium-run effects of attending a threatened elementary school, the author reports that "evidence for persistence of reading improvements is less consistent" than for math. No effect size is printed.

"Threat-induced math improvements from elementary school largely persist at least through the first one to two years of middle school, while evidence for persistence of reading improvements is less consistent."

Discussion¶

Related Claims¶

• Accountability sanction effects were not consistent across years and outcomes — a broader claim this one bears on
• 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 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
• The study evaluates the relative importance of educational reforms and gaming behavior in generating test score gains by threatened schools — related