Does External Accountability Affect Student Outcomes? A Cross-State Analysis

By M. Carnoy, Susanna Loeb. 2002

794 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/3954c84773f39fe8d66b723855579243836bdfb7

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Citations in the corpus

The Impact of Accountability on Racial and Socioeconomic Equity: Considering Both School Resources and Achievement Outcomes (2004, methodology): “Finally, the CPRE policy index was constructed by Carnoy and Loeb (2002) and it ranges from zero to 5 (M = 2.1, SD = 1.4).”
Teacher shortage and attrition: Why do they leave? (2016, background): “With regards to the qualification, our analyses show that in French-speaking Belgium, as it has also been observed in the USA (Borman & Dowling, 2008), the cre-dential is a key variable associated with the risk of leaving the profession.”
The Effects of NCLB on School Resources and Practices (2013, methodology): “…we relied on a number of different sources to categorize pre-NCLB accountability policies across states (including studies of such policies by Carnoy & Loeb, 2002; Hanushek & Raymond, 2005; Lee & Wong, 2004), the taxonomy developed by Hanushek and Raymond (2005) is particularly salient in…”
Educational Assessment Knowledge and Skills for Teachers (2011, background): “(2) The Standards do not consider the issues involved in standards-based assessment, in the way that term has come to be used in the “standards movement” (Porter, 1993) or the “standards-based reform movement” (Carnoy & Loeb, 2002, p. 192).”
Introduction to Cambridge: UNDERGRADUATE (2009, neutral): “The theory supporting nuclear-mitochondrial incompatibility is that as mitochondria are maternally inherited mtDNA only co-evolves with female nDNA, leading to male-specific deleterious mutations [20].”
Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources (2012, methodology): “Evidence for the effects of such pre-NCLB test-driven accountability policy on student achievement, however, was mixed and often contradictory (see Carnoy & Loeb, 2002; Grissmer & Flanagan, 1998; Haney, 2000; Ladd, 1999; Lee, 2008).”
High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data. (2012, methodology): “…the acceptance of accountability based on state level variables such as funding and student demographic characteristics (Braun et al., 2006; Carnoy & Loeb, 2002), our measure was derived from both legislative efforts as well as “on-the-ground” implementation, response, and reaction (see…”
Context matters: principals' sensemaking of teacher hiring and on‐the‐job performance (2011, background): “The district also serves a diverse population of students and is located in the state of Florida, considered to have one of the strongest accountability systems in the USA ( Carnoy and Loeb, 2002”
Leading Data Use in Schools: Organizational Conditions and Practices at the School and District Levels (2010, background): “On the other hand, Carnoy and Loeb's (2002) comparison of high- and low-accountability states found significantly greater 8 th grade math achievement for students in high-accountability states with no difference in retention or high school completion rates.”
Quality Disclosure and Certification: Theory and Practice (2010, background): “Most available studies find that accountability has had a positive effect on student outcomes (Carnoy and Loeb, 2002; Hanushek and Raymond, 2004; Jacob, 2005; Peterson and West, 2003).”
Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy. (2005, result): “As was the case with the current study, four other studies ranked both New Hampshire and Nebraska as states with lower accountability demands (Amrein & Berliner, 2002; Carnoy & Loeb, 2002; Clarke et al., 2003; Pedulla et al., 2003).”