The Perverse Incentives of the No Child Left Behind Act

By J. E. Ryan. 2003

134 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/e7c33789802d4e93714f9fd2010250b5852168bc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Economics and Econometrics

1. Lois R. Harris
2. Gavin T. L. Brown
3. David C. Berliner
4. Christopher A. Mallett

In Political Science and International Relations

1. Lois R. Harris
2. Gavin T. L. Brown
3. David C. Berliner
4. Christopher A. Mallett

Citations in the corpus

• High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data. (2012, background): “High-stakes testing is the process of attaching significant consequences to standardized test performance with the goal of incentivizing teacher effectiveness and student achievement (Herman & Haertel, 2005; Ryan, 2004).”
• The School-to-Prison Pipeline: A Critical Review of the Punitive Paradigm Shift (2015, background): “However, the punitive focus on those schools with low standardized proficiency scores has narrowed educational instruction— thus, teaching to the test—and encouraged the removal of low-performing students by referring to alternative schools and General Education Development (GED) programs, eliminati”
• Handbook of Human and Social Conditions in Assessment (2016, background): “43 24 /9 78 13 15 74 91 36 .c h3 to pass a particular test, undesirable effects, such as deleterious instructional practices, often result (Nichols & Berliner, 2007a; Perlstein, 2007; Ryan, 2004).”