Evaluating the Moderating Effects of School Accountability Policies on the Relationship Between Teacher Practices and Student Outcomes in the United States

• In Event: 61.087 - Poster Session 12
  In Poster Session: 61.087-3 - Accountability Results: Its Impact on Teacher Practice, Instruction, and Students' Lives

Abstract

School climate focused on accountability may lead teachers to alter their teaching practices, thus influencing students’ motivation and achievement. Building from preliminary work, the current study will focus on the moderating effect of accountability policies on the relationship between teacher practices and student outcomes in the United States. Preliminary results with an international sample from the 2009 Programme for International Student Assessment (PISA) revealed a negative moderating effect of accountability on teacher practices and student outcomes. Further analyses will be conducted on a U.S. only sample to evaluate additional student-level outcomes and the utility of our cumulative measure of school accountability. Results will contribute to a fuller understanding of the influence of accountability policies on teacher practices and student outcomes.

Authors

• Leslie R. Hawley, University of Nebraska - Lincoln

• Betty Jean Usher-Tate, University of Nebraska - Lincoln

• Carina McCormick, University of Nebraska - Lincoln

• Sara E. Gonzalez, University of Nebraska - Lincoln

• Kirstie L Bash, University of Nebraska - Lincoln