Below the Bubble: “Educational Triage” and the Texas Accountability System

By Jennifer Booher-Jennings. 2005

774 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/12b5937a418cb2edcd75118ff37191954b448cf1

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Citations in the corpus

Is Kindergarten the New First Grade? (2016, background): “In a qualitative case study of a Texas elementary school, Booher-Jennings (2005) described the intense pressure teachers in the untested early grades (K-2) felt to prepare their students for third-grade assessments and the reduction of recess to 15 minutes per week, despite the concerns of early…”
Handbook of Human and Social Conditions in Assessment (2016, background): “…tests in the U.S. in 2001, we have come to learn a great deal about the intended and unintended effects of high-stakes testing practices on teachers and their students within the United States (Boohrer-Jennings, 2005; Jones, Jones, & Hargrove, 2003; Nichols & Berliner, 2007a; Valenzuela, 2005).”
A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement (2011, background): “A sampling of the potential negative aspects of data-driven reform include attempts to game the system (Booher-Jennings, 2005; Heilig & DarlingHammond, 2008), a narrowing of the curriculum (Crocco & Costigan, 2007; Diamond & Cooper, 2007; Ogawa, Sandholtz, Martinez-Flores, & Scribner, 2003; Wright…”
Challenges With Propensity Score Strategies in a High-Dimensional Setting and a Potential Alternative (2011, background): “In addition, these performance data do not allow for reclassification of students into special education or other similar categories of students often exempted from testing, as happens increasingly in high-stakes testing environments (Booher-Jennings, 2005).”
Estimating the Effects of No Child Left Behind on Teachers’ Work Environments and Job Attitudes (2014, background): “…have focused primarily on student achievement (e.g., Hanushek & Raymond, 2005) and on organizational behaviors—such as resource reallocation (e.g., Booher-Jennings, 2005; Reback, 2008), teaching to the test (e.g., Hannaway & Hamilton, 2008; Pedulla et al., 2003), and outright cheating (Jacob &…”
Research on Data Use: A Framework and Analysis (2011, background): “…policy with increased calls for test preparation, narrowing curriculum, or focusing on children at the margins of proficiency (bubble kids), we are more likely to see these practices on the part of teachers (Booher-Jennings, 2005; Bulkley, Fairman, Martinez, & Hicks, 2004; Christman et al., 2009).”
High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis (2007, positive): “However, after I undertook the template analysis, for instance, in addition to finding the theme ofnarrowing/contraction ~I DUCTIONAL RESEARGHER Table 2 Qualitative Metasynthesis Code Template Curriculum Code Content SAC-Subject matter content alignment, contraction SAE-Subject matter content alignm”
Educational triage and ability-grouping in primary mathematics: a case-study of the impacts on low-attaining pupils (2014, methodology): “Similarly, this medical model has been used in US studies examining the impact of the 2001 No Child Left Behind Act, where schools have been found to divert resources towards ‘bubble kids’ – those students near proficiency levels – whilst giving no additional attention to students deemed unlikely to”
Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. (2010, background): “School staff can also abuse data or use data for educational triage practices (Gilborn & Youdell, 2000 cited in Booher-Jennings, 2005) or the focus on so-called bubble kids (Booher-Jennings, 2005).”
Leaving No Child behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education through the Science of Measurement and Instruction (2008, background): “…grades and encouraged— directly or indirectly—to leave the schooling system (Haney, 2000; Nichols & Berliner, 2005; Orfield, Losen, Wald, & Swanson, 2004), while students on the statistical cusp of being “proficient” receive some measure of help (Booher-Jennings, 2005; Diamond & Spillane, 2004).”
Teachers’ Sensemaking of Data and Implications for Equity (2015, background): “On a related note, this reconceptualization acknowledges that teachers may use data in nonnormative ways, such as to target students deemed most likely to improve on state tests (Booher-Jennings, 2005; Marsh et al., 2006).”