Performance-based Accountability Policies

Implications for School and Classroom Practices

Published in: Performance-Based Accountability Policies: Implications for School and Classroom Practices (Washington, D. C.: Urban Institute, Oct. 16, 2008), 41 p

Posted on on January 01, 2008

by Jane Hannaway, Laura S. Hamilton

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This paper reviews the research literature associated with the implications of performance-based accountability policies for school and teacher behaviors. It examines what is known about both possibly productive responses, such as focused effort on valued subjects, and non-productive responses, such as teaching to the test, induced by performance-based accountability systems.

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