000			01923naa a2200193uu 4500
001			0121515034337
003			OSt
005			20190211174215.0
008			101215s2010 xx ||||gr |0|| 0 eng d
100	1		_aLADD, Helen F. _95801
245	1	0	_aStatus versus growth : _bthe distributional effects of school accountability policies
260			_aHoboken : _bWiley-Blackwell, _cSummer 2010
520	3		_aAlthough the federal No Child Left Behind program judges the effectiveness of schools based on their students' achievement status, many policy analysts argue that schools should be measured, instead, by their students' achievement growth. Using a 10-year student-level panel data set from North Carolina, we examine how school-specific pressure associated with status and growth approaches to school accountability affect student achievement at different points in the prior-year achievement distribution. Achievement gains for students below the proficiency cut point emerge in schools failing either type of accountability standard, with the effects clearer for math than for reading. In contrast to prior research highlighting the possibility of educational triage, we find little or no evidence that failing schools in North Carolina ignore the students far below proficiency under either approach. Importantly, we find that the status, but not the growth, approach reduces the reading achievement of higher performing students. Our analysis suggests that the distributional effects of accountability pressure depend not only on the type of pressure for which schools are held accountable (status or growth), but also the tested subject
700	1		_aLAUEN, Douglas L _943428
773	0	8	_tJournal of Policy Analysis and Management _g29, 3, p. 426-450 _dHoboken : Wiley-Blackwell, Summer 2010 _xISSN 02768739 _w
942			_cS
998			_a20101215 _b1503^b _cDaiane
998			_a20110118 _b1736^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c37797 _d37797
041			_aeng