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Left behind by design : proficiency counts and test-based accountability
Neal, Derek A.; Schanzenbach, Diane Whitmore - 2007
Many test-based accountability systems, including the No Child Left Behind Act of 2001 (NCLB), place great weight on the numbers of students who score at or above specified proficiency levels in various subjects. Accountability systems based on these metrics often provide incentives for teachers...
Persistent link: https://www.econbiz.de/10003517492
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The impact of Chicago' s small high school initiative
Barrow, Lisa; Claessens, Amy; Schanzenbach, Diane Whitmore - 2013
Persistent link: https://www.econbiz.de/10009732962
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The (surprising) efficacy of academic and behavioral intervention with disadvantaged youth : results from a randomized experiment in Chicago
Cook, Philip J.; Dodge, Kenneth A.; Farkas, George; … - 2014
Persistent link: https://www.econbiz.de/10010254048
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The impact of teacher training on student achievement : quasi-experimental evidence from school reform efforts in Chicago
Jacob, Brian Aaron; Lefgren, Lars - 2002
Persistent link: https://www.econbiz.de/10001665474
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Accountability, incentives and behaviour : the impact of high-stakes testing in the Chicago public schools
Jacob, Brian Aaron - 2002
Persistent link: https://www.econbiz.de/10001673565
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The effect of mentoring on school attendance and academic outcomes : a randomized evaluation of the Check & Connect Program
Guryan, Jonathan; Christenson, Sandra L.; Cureton, Ashley; … - 2020
Persistent link: https://www.econbiz.de/10012289525