Tinkering Toward Accolades: School Gaming Under a Performance Accountability System

By J. Cullen, Randall Reback. 2006

301 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a3dd3c02da8b2a18f3e9f57f109692e4b737ec1a

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Citations in the corpus

Using Student Test Scores to Measure Teacher Performance (2015, background): “Schools have been found to engage in strategic 80 EDUcATIONAl RESEARchER classification of students as special education and limited English proficiency (Cullen & Reback, 2006; Deere & Strayer, 2001; Figlio & Getzler, 2002; Jacob, 2005).”
Left Behind by Design: Proficiency Counts and Test-Based Accountability (2007, unknown): “We conclude that NCLB provides relatively weak incentives to devote extra attention to students who have no realistic chance of becoming proficient in the near term or students who are already proficient.3 The distributional consequences of the Illinois implementation of NCLB are complex.”
Financial Constraints and Girls' Secondary Education: Evidence from School Fee Elimination in the Gambia (2016, unknown): “However, school resources and teacher salaries are not tied to student performance, mitigating concerns that schools might discourage weaker students from taking the exam as in other settings (Cullen and Reback 2006).”
The Long-Term Consequences of Teacher Discretion in Grading of High-Stakes Tests (2016, methodology): “Dee et al. (2011) document manipulation of test scores in New York City, and show that it is driven by teachers’ desire to help their students avoid a failure to meet exam standards.”
Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status (2011, background): “Teachers are also more likely to classify students as learning disabled, which might be an attempt to prevent these students from lowering average test scores (Cullen & Reback, 2006; Jacob, 2005).”
Do High School Exit Exams Influence Educational Attainment or Labor Market Performance (2006, background): “Indeed, there is strong evidence that high-stakes educational accountability policies lead to strategic placement of low-achieving students into special education or bilingual programs to avoid testing (Jacob 2005, Figlio and Getzler 2002, Cullen and Reback 2006).”
Quality Disclosure and Certification: Theory and Practice (2010, background): “These gaming activities have been documented by Jacob (2005) for Chicago public schools, by Haney (2000), Deere and Strayer (2001) and Cullen and Reback (2006) in Texas, and by Figlio and Getzler (2006) in Florida.”