{"id":121,"date":"2017-09-15T16:25:02","date_gmt":"2017-09-15T20:25:02","guid":{"rendered":"https:\/\/sites.bu.edu\/marcuswinters\/?page_id=121"},"modified":"2017-09-15T16:25:02","modified_gmt":"2017-09-15T20:25:02","slug":"the-impact-of-high-stakes-testing-on-student-proficiency-in-low-stakes-subjects-evidence-from-floridas-elementary-science-exam","status":"publish","type":"page","link":"https:\/\/sites.bu.edu\/marcuswinters\/the-impact-of-high-stakes-testing-on-student-proficiency-in-low-stakes-subjects-evidence-from-floridas-elementary-science-exam\/","title":{"rendered":"The Impact of High-Stakes Testing on Student Proficiency in Low-Stakes Subjects: Evidence from Florida&#8217;s Elementary Science Exam"},"content":{"rendered":"<p>Winters, M. A., J. P. Greene, and J. Trivitt (2010). The Impact of High-Stakes Testing on Student Proficiency in Low-Stakes Subjects: Evidence from Florida&#8217;s Elementary Science Exam. <em>Economics of Education Review<\/em>, 29(1), pp: 138-146. (<a href=\"http:\/\/www.sciencedirect.com\/science\/article\/pii\/S0272775709000727\">Publisher Copy<\/a>)<\/p>\n<p><span style=\"text-decoration: underline;\">Abstract<\/span><\/p>\n<p><span>An important criticism of high-stakes testing policies \u2013 policies that reward or sanction schools based on their students\u2019 performance on standardized tests \u2013 is that they provide schools with an incentive to focus on those subjects that play a role in the accountability system while decreasing attention to those subjects that are not part of the program. This paper utilizes a regression discontinuity design to evaluate the impact of Florida&#8217;s high-stakes testing policy on student proficiency in the low-stakes subject of science. We confirm prior results that students in schools facing more immediate sanctions under the policy made substantial gains in the high-stakes subjects of math and reading. Contrary to the crowding-out hypothesis, we find that students in these schools made substantial achievement gains in the low-stakes subject of science as well.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Winters, M. A., J. P. Greene, and J. Trivitt (2010). The Impact of High-Stakes Testing on Student Proficiency in Low-Stakes Subjects: Evidence from Florida&#8217;s Elementary Science Exam. Economics of Education Review, 29(1), pp: 138-146. (Publisher Copy) Abstract An important criticism of high-stakes testing policies \u2013 policies that reward or sanction schools based on their students\u2019 [&hellip;]<\/p>\n","protected":false},"author":13927,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/sites.bu.edu\/marcuswinters\/wp-json\/wp\/v2\/pages\/121"}],"collection":[{"href":"https:\/\/sites.bu.edu\/marcuswinters\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.bu.edu\/marcuswinters\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/marcuswinters\/wp-json\/wp\/v2\/users\/13927"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/marcuswinters\/wp-json\/wp\/v2\/comments?post=121"}],"version-history":[{"count":1,"href":"https:\/\/sites.bu.edu\/marcuswinters\/wp-json\/wp\/v2\/pages\/121\/revisions"}],"predecessor-version":[{"id":122,"href":"https:\/\/sites.bu.edu\/marcuswinters\/wp-json\/wp\/v2\/pages\/121\/revisions\/122"}],"wp:attachment":[{"href":"https:\/\/sites.bu.edu\/marcuswinters\/wp-json\/wp\/v2\/media?parent=121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}