The Impact of Accountability on Racial and Socioeconomic Equity: Considering Both School Resources and Achievement Outcomes

By Jaekyung Lee, Kenneth K. Y. Wong. 2004

214 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/f7b404d4733bbfd3d5d78db1de26ea8ab01244b7

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Citations in the corpus

Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps (2006, methodology): “Out of these three related policy measures, Lee and Wong (2004) created a composite factor of state activism in test-driven external accountability policy during the 1990s.”
Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance (2013, unknown): “…poor quality schooling, school per-pupil expenditures, parenting practices, high school equivalent or lower parental education, parental unemployment, 5 single-parent homes, et cetera (Birch & Gussow, 1970; Bowles, Durlauf, & Hoff, 2006; Lareau, 2003; Lee & Wong, 2004; Fass & Cauthen, 2008).”
Is Test-Driven External Accountability Effective? Synthesizing the Evidence From Cross-State Causal-Comparative and Correlational Studies (2008, methodology): “The exceptions are Braun (2004) and Lee and Wong (2004), who both attempted to control for a broader measure of standards-based education reform policy.”
The Effects of NCLB on School Resources and Practices (2013, background): “…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 this context because it most closely tracked the…”
The impact of high stakes testing: the Australian story (2012, unknown): “Other writers have further identified the impact of accountability‐driven testing on racial and socioeconomic equity when the salience of testing for teachers and students has clearly increased (Lee & Wong, 2004).”
Gauging Growth: How to Judge No Child Left Behind? (2007, background): “We know that achievement growth was more impressive in states that advanced more aggressive accountability programs (Carnoy & Loeb, 2002; Lee & Wong, 2004 ).”
Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources (2012, methodology): “However, a previous study also found that state activism in high-stakes school accountability policy did not usually lead to systemic changes in the distributions of key school resources (Lee & Wong, 2004).”
The Impact of No Child Left Behind on Student Achievement. (2011, unknown): “…number of different sources to categorize pre-NCLB accountability policies across states (including studies of such policies by Carnoy & Loeb, 2002; Lee & Wong, 2004; Hanushek & Raymond, 2005), the taxonomy developed by Hanushek and Raymond (2005) is particularly salient in this context because it…”