U.S. States' Performance on NAEP Mathematics and Reading Exams after the Implementation of School Letter Grade Accountability Policies

Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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21

National Competency Tests; Mathematics Tests; Reading Tests; Mathematics Achievement; Reading Achievement; Accountability; State Policy; Educational Policy; Grading; Grades (Scholastic); Comparative Analysis; Political Attitudes; Social Differences; School Effectiveness; Grade 4; Grade 8; Elementary School Students

Alabama; Arkansas; Arizona; Florida; Indiana; Mississippi; New Mexico; North Carolina; Ohio; Oklahoma; Texas; Utah; West Virginia

10.1080/2331186X.2022.2063223

2331-186X

Researchers explored how 13 states in which policymakers have adopted an A-F school letter grade accountability system performed on the National Assessment of Educational Progress (NAEP) post-policy implementation. Researchers found mixed results, with approximately half of these 13 states increasing achievement post-policy, and the other approximately half not, evidencing that states' adoptions of similar A-F policies may not realize increased student achievement as intended and, rather, yield more-or-less random results. Policy implications are discussed, also given seven of these 13 states are Republican/Republican-leaning and one is Democratic/Democratic-leaning, which also has implications for others looking to potentially adopt such relatively conservative, educational policy approaches towards reform.

As Provided

2023

EJ1379371