Producing college-ready students : the promise of standards-based accountability, evidence from the Education Longitudinal Study of 2002
Hyslop, Anne F.
Thesis (M.P.P.)--Georgetown University, 2011.; Includes bibliographical references.; Text (Electronic thesis) in PDF format. Standards-based accountability reforms in education have been touted for several decades as necessary to improve student outcomes. Most existing research evaluating the impacts of standards-based reforms have focused on student test scores, with mixed findings. I instead focus on non-test score outcomes such as high school completion, college attendance, and college remediation in math, reading, and writing. In particular, I use the Education Longitudinal Study of 2002, a national study which follows students from their 10th grade year into college and their careers, to explore whether exposure to standards-based accountability systems is associated with improved student outcomes, and whether this association depends on the extent to which reforms have been implemented. I find that exposure to complete standards-based accountability systems is unrelated to student outcomes, and that contrary to theory, individual components of accountability systems can be related to student outcomes. Nevertheless, there does appear to be a limited, positive association between complete exposure to standards-based accountability and postsecondary reading and writing skills for low-income students.
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