Raising Standards or Raising Barriers?: Inequality and High Stakes Testing in Public Education

By G. Orfield, M. Kornhaber. 2001

284 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c4e114068754a44f052553724d0ee07a588a6550

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Citations in the corpus

The Detrimental Effects of Missing School: Evidence from Urban Siblings (2011, background): “These academic, sociological, and economic problems are further exacerbated for those students in urban school systems (Balfanz and Legters 2004; Fine 1994; Orfield and Kornhaber 2001).”
Controversies of Standardized Assessment in School Accountability Reform: A Critical Synthesis of Multidisciplinary Research Evidence (2006, background): “…for both students and teachers, unethical test preparation, teaching to the test, and dumbing down the curriculum (e.g., Darling-Hammond, 1995; Elford, 2002; Hamilton et al., 2002; Haney, 2000; Kohn, 2000; Meisels et al., 1995; Orfield & Kornhaber, 2001; Rothman, 1995; Stecher & Barron, 2001).”
Is Test-Driven External Accountability Effective? Synthesizing the Evidence From Cross-State Causal-Comparative and Correlational Studies (2008, background): “Evidence on the effects of accountability policy on academic achievement must be weighed carefully with more evidence on potential harms and risks (see Heubert & Hauser, 1999; Lee, 2007; Madaus & Greaney, 1985; Orfield & Kornhaber, 2001; Shepard, 1991).”
Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools (2010, background): “Research has suggested that the academic, sociological, and economic issues related to both increased and decreased attendance are heightened for youth in urban school systems, such as the Philadelphia School District (Balfanz & Legters, 2004; Fine, 1994; Orfield & Kornhaber, 2001).”