Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools

Jacob, Brian A.

doi:10.1016/j.jpubeco.2004.08.004

Cited by 578 publications

(343 citation statements)

References 28 publications

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“…These include progression or retention within the program of study (Allensworth, 2005;Carnoy, 2005;Jacob, 2005), entry to the labor market (Bishop & Mane, 2001;Heath, Rothon, & Kilpi, 2008), selection for post-compulsory education (Cumming & Maxwell, 2004;Gregory & Clarke, 2003;Leathwood, 2005), and students' self-worth and motivation (Denscombe, 2000;Harlen, 2005;Jones, 2007;Ryan & Weinstein, 2009). In England, where the present study was conducted, secondary school exit examinations, the General Certificate of Secondary Education (GCSE), are taken at the end of Year (Grade) 11, at the of age of 16 years.…”

Section: Messages Used By Teachers Prior To High-stakes Examinationsmentioning

confidence: 99%

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Putwain

Nicholson

Nakhla

et al. 2016

Contemporary Educational Psychology

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Previous studies have shown that teachers may use messages that focus on the importance of avoiding failure (fear appeals) prior to high-stakes examinations as a motivational tactic. The aim of this study was to examine whether fear appeals, and their appraisal as challenging or threatening, impacted on student engagement. Data were collected from 1373 students, clustered in 46 classes, and 81 teachers responsible for instruction in those classes, prior to a high-stakes mathematics secondary school exit examination. Data were analyzed in a multilevel structural equation model. The appraisal of fear appeals as challenging lead to greater student engagement and as threatening to lower student engagement. The impact of fear appeals on engagement was mediated by a threat appraisal. The effectiveness of fear appeals as a motivational strategy depends on how they are interpreted by students.

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Section: Messages Used By Teachers Prior To High-stakes Examinationsmentioning

confidence: 99%

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Putwain

Nicholson

Nakhla

et al. 2016

Contemporary Educational Psychology

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“…This confirms the hostility of Italian schools towards tests and their evaluation uses, imputing to them the limit to be an overly simplistic nature of a very complex reality (O'Day, 2002;Soder, 2004;Jacob, 2005;Sahlberg, 2010;Paletta, 2011).…”

Section: Interpretive Perspectives Of the Social Reportmentioning

confidence: 69%

“…This international literature, as we will see below, focused in depth on the issue of school accountability, analyzing in a widespread way test-based accountability systems (Klein et al, 2000;Carnoy et al, 2003;Jacob, 2005). In recent years, however, several authors (O'Neill, 2002;Sahlberg, 2010;O'Neill, 2013), starting from the criticisms of test-based accountability systems, suggest the need to evaluate schools through different types of accountability tools, and in particular through an accountability system that has as its cornerstone the social responsibility of schools.…”

Section: Introductionmentioning

confidence: 99%

“…Several studies, in fact, show that an accountability system, focused on standardized tests, is not an accurate mean to assess the education-training function of schools (Stecher et al, 1998;Linn, 2000;O'Day, 2002;Jacob & Levitt, 2003;Wallace & Hoyle, 2007;INVALSI, 2010). Furthermore, the publication of test results cannot be considered an effective way to meet the information needs of schools' stakeholders (Klein et al, 2000;Soder, 2004;Jacob, 2005;Hamilton & Stecher, 2006;Webb, 2006;Heilig & Darling-Hammond, 2008;Nichols & Berliner, 2007). Nevertheless, we cannot deny that standardized tests have the added advantage of allowing comparative analysis of schools, especially in terms of their ability to transfer the knowledge in basic disciplines (Figlio & Loeb, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Social Reporting in Italian Public Schools in Theory and Practice

Raucci¹,

Agostinone²,

Tarquinio³

2016

RES

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Some of the challenges that schools are currently facing include the stakeholders engagement, the necessity to open schools to the local territory and the need to be accountable for activities and results.The Italian reform of the school system has required schools to overcome their self-referentiality and to make themselves more accountable to stakeholders. The social reporting process can be considered as an effective response to enable schools to become accountable, triggering fruitful stakeholder engagement processes and, at the same time, implementing a management tool. This is an exploratory research paper. It aims to describe, through a questionnaire, the awareness and dissemination degree of social reporting in Public schools located in Southern Italy given the particularities of this area. Frequency percentage and descriptive statistical methods are used to interpret findings. Results show that, although social reporting is well known in theory, it is still under-used by schools in practice.

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“…Estos indicadores permitieron a los gobiernos clasificar a las universidades y evaluar su productividad, asumiendo que al ser medidas por indicadores claros y objetivos, y recibir premios o castigos asociados al cumplimiento de estos, las universidades tendrían incentivos para mejorar su calidad y eficiencia (Arocena y Sutz, 2001;Haertel y Herman, 2005;Jacob, 2005).…”

Section: Implementación Del Modelo: Neo-liberalismo Y Educación Superunclassified

Producción científica en Chile: las limitaciones del uso de indicadores de desempeño para evaluar las universidades públicas

Hofflinger

Vallejos-Romero

2018

Rev. esp. doc. cient.

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Cómo citar este artículo/Citation: Quezada-Hofflinger, A.; Vallejos-Romero, A. (2018). Producción científica en Chile: las limitaciones del uso de indicadores de desempeño para evaluar las universidades públicas. Revista Española de DocumentaciónCientífica, 41 (1): e195. https://doi.org/10.3989/redc.2018.1.1447Resumen: El año 2015 las 25 universidades del Consejo de Rectores (CRUCH) recibieron $15.3 millones de dólares como incentivo, dinero que estuvo supeditado a la posición que ocuparon en el ranking de indicadores de desempeño. El indicador con mayor peso es el índice de productividad (35%), que representa la proporción entre el número de publicaciones indexadas dividido por el número de académicos que posee la universidad. Expresado el indicador como valor absoluto, éste no diferencia las publicaciones por áreas, calidad o generación propia de conocimiento. Ante la falta de cualificación y diferenciación de la producción científica en Chile, esta investigación analiza 10.377 documentos publicados en la Web of Science (WOS) por las universidades del CRUCH el año 2015 y su objetivo fue explorar las consecuencias no deseadas del uso no diferenciado de las publicaciones indexadas como indicador de productividad y su efecto sobre la equidad financiera de las universidades y áreas del conocimiento.Palabras clave: Universidades públicas, financiamiento universitario, indicadores de productividad. Scientific output in Chile: limitations in the use of performance indicators to evaluate public universitiesAbstract: In 2015, the 25 universities that are members of the association of public universities (CRUCH) received $15.3 million as a reward for performance. The money that each university received depended on its position in the ranking of performance indicators. The performance indicator with the highest weight is the index of productivity (35%), which represents the ratio between the number of indexed publications divided by the number of academics at each university. This index does not distinguish publications by areas of knowledge, by quality or by intellectual author. Because of this, the index has been criticized as an unfair way to rank universities. To study this, we analyze10.377 papers indexed in the Web of Science by CRUCH universities in 2015. Our objective is to study the unintended consequences of the use of indexed publications as an indicator of productivity and estimate its impact on finance equity among universities and topics.

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Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools

Cited by 578 publications

References 28 publications

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Social Reporting in Italian Public Schools in Theory and Practice

Producción científica en Chile: las limitaciones del uso de indicadores de desempeño para evaluar las universidades públicas

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