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The Confusing World of Educational Accountability

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  • Hanushek, Eric A.
  • Raymond, Margaret E.

Abstract

The motivation of improving student performance has led policy makers to focus directly on student achievement; while many states are moving forward with accountability schemes, they are likely to run into problems with design that may compromise their impact.

Suggested Citation

  • Hanushek, Eric A. & Raymond, Margaret E., 2001. "The Confusing World of Educational Accountability," National Tax Journal, National Tax Association;National Tax Journal, vol. 54(2), pages 365-384, June.
    • Handle: RePEc:ntj:journl:v:54:y:2001:i:2:p:365-84
    DOI: 10.17310/ntj.2001.2.08
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    References listed on IDEAS

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    1. Hao Li, 1999. "Hierarchies and information-processing organizations," Review of Economic Design, Springer;Society for Economic Design, vol. 4(2), pages 101-126.
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    Cited by:

    1. William Duncombe & Anna Lukemeyer & John Yinger, 2008. "The No Child Left Behind Act," Public Finance Review, , vol. 36(4), pages 381-407, July.
    2. Eric A. Hanushek & Margaret E. Raymond, 2002. "Improving educational quality: how best to evaluate our schools," Conference Series ; [Proceedings], Federal Reserve Bank of Boston, vol. 47(Jun), pages 193-247.
    3. Claus M. Hoerandner & Robert J. Lemke, 2006. "Can No Child Left Behind Close The Gaps In Pass Rates On Standardized Tests?," Contemporary Economic Policy, Western Economic Association International, vol. 24(1), pages 1-17, January.
    4. Mansfield, Jonathan & Slichter, David, 2021. "The Long-Run Effects of Consequential School Accountability," IZA Discussion Papers 14503, Institute of Labor Economics (IZA).
    5. Chunhua Chen & Dequan Jiang & Weiping Li, 2023. "Keeping up with the CSR Joneses: The impact of industry peers on focal firms’ CSR performance," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-12, December.

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