Challenging the Conventional Wisdom of "Teaching to the Test": A Mixed-Methods Analysis

• In Event: 53.041 - Research, Evaluation, Assessment, and Accountability in Schools: Showcasing the Work of Graduate Student Scholars

Abstract

Using panel data from 2007 – 2011 and four urban school districts we identify the effect of accountability sanctions and failing to make adequate yearly progress (AYP) in math on the quality of mathematics instruction. Most studies of this topic have used proxies of instructional quality, however, we directly measure instructional quality via researcher-coded classroom observations. We find that failing math AYP improved mathematics instruction, and that this response was much more pronounced in schools facing severe accountability sanctions. These findings are robust to various sensitivity tests. Using teacher and principal interviews we also find that improvements occurred in schools with relatively greater teacher autonomy, and organizational practices and supports specifically aimed at transforming instruction.

Authors

• Seth B Hunter, Vanderbilt University - Peabody College

• Audrey Elledge, Vanderbilt University - Peabody College