Abstract
The US has long performed at a middling level on international assessments of students' math, reading, and science knowledge, trailing many other high income countries. In their efforts to improve K-12 education, US policymakers have increasingly turned to offering incentives- either to schools, to teachers, or to students themselves- to increase students' standardized test scores. In an effort to answer that question, a recent study by the National Research Council took a comprehensive look at the available research on how incentives affect student learning. The study committee, composed of experts in education, economics, and psychology, examined a range of studies on the effects of many types of incentive programs. What it found was not encouraging: The incentive systems that have been carefully studied have had only small effects, and in many cases no effect, on student learning.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 33-38 |
| Number of pages | 6 |
| Journal | Issues in Science and Technology |
| Volume | 29 |
| Issue number | 1 |
| State | Published - Sep 2012 |
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ASJC Scopus subject areas
- General
Cite this
Do high-stakes tests improve learning? / Hout, Michael; Elliott, Stuart; Frueh, Sara.
In: Issues in Science and Technology, Vol. 29, No. 1, 09.2012, p. 33-38.Research output: Contribution to journal › Review article
}
TY - JOUR
T1 - Do high-stakes tests improve learning?
AU - Hout, Michael
AU - Elliott, Stuart
AU - Frueh, Sara
PY - 2012/9
Y1 - 2012/9
N2 - The US has long performed at a middling level on international assessments of students' math, reading, and science knowledge, trailing many other high income countries. In their efforts to improve K-12 education, US policymakers have increasingly turned to offering incentives- either to schools, to teachers, or to students themselves- to increase students' standardized test scores. In an effort to answer that question, a recent study by the National Research Council took a comprehensive look at the available research on how incentives affect student learning. The study committee, composed of experts in education, economics, and psychology, examined a range of studies on the effects of many types of incentive programs. What it found was not encouraging: The incentive systems that have been carefully studied have had only small effects, and in many cases no effect, on student learning.
AB - The US has long performed at a middling level on international assessments of students' math, reading, and science knowledge, trailing many other high income countries. In their efforts to improve K-12 education, US policymakers have increasingly turned to offering incentives- either to schools, to teachers, or to students themselves- to increase students' standardized test scores. In an effort to answer that question, a recent study by the National Research Council took a comprehensive look at the available research on how incentives affect student learning. The study committee, composed of experts in education, economics, and psychology, examined a range of studies on the effects of many types of incentive programs. What it found was not encouraging: The incentive systems that have been carefully studied have had only small effects, and in many cases no effect, on student learning.
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UR - http://www.scopus.com/inward/citedby.url?scp=84875541526&partnerID=8YFLogxK
M3 - Review article
AN - SCOPUS:84875541526
VL - 29
SP - 33
EP - 38
JO - Issues in Science and Technology
JF - Issues in Science and Technology
SN - 0748-5492
IS - 1
ER -