Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context

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Handbook of Human and Social Conditions in Assessment (2016, background): “…The Teachers at Park Street Elementary, 2007; Nichols & Berliner, 2007a; Nichols et al., 2006; Pedulla, Abrams, Madaus, Russell, Ramos, & Miao, 2003; Perlstein, 2007), leading to greater teacher dissatisfaction and lowered morale (McNeil & Valenzuela, 2001; Vasquez Heilig & Darling-Hammond, 2008).”
Assessing the Effects of High School Exit Examinations (2010, background): “Additional research is needed to explain variations in school response to these policies (e.g., Burris & Welner, 2005; Vasquez Heilig & Darling-Hammond, 2008); to explore student experiences, particularly with respect to discouragement and stereotype threat; and to understand employers’ perspectives”
Research on Data Use: A Framework and Analysis (2011, background): “…to remember that change in practice may not always be positive, as when teachers and administrators game the system (Booher-Jennings, 2005; Heilig & Darling-Hammond, 2008), take measures to narrow the curriculum (Diamond & Cooper, 2007; Hoffman, Assaf, & Paris, 2001; Marsh, Hamilton, &…”
Organizational Control Systems and Pay-for-Performance in the Public Service (2013, background): “An example in public service is teachers responding with ‘teaching to the test’ when they are assessed according to quotas of students who pass a certain exam (Amrein & Berliner, 2002; Heilig & Darling-Hammond, 2008; Nichols, Glass, & Berliner, 2006).”