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Jennings J, Sohn H. Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement. Sociol Educ. 2014;87(2):125-141doi: 10.1177/0038040714525787.
Jennings, J., & Sohn, H. (2014). Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement. Sociology of education, 87(2), 125-141. https://doi.org/10.1177/0038040714525787
Jennings, Jennifer, and Sohn, Heeju. "Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement." Sociology of education vol. 87,2 (2014): 125-141. doi: https://doi.org/10.1177/0038040714525787
Jennings J, Sohn H. Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement. Sociol Educ. 2014 Apr;87(2):125-141. doi: 10.1177/0038040714525787. Epub 2014 Mar 10. PMID: 27122642; PMCID: PMC4843844.
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Sociol Educ. 2014 Apr;87(2):125-141. doi: 10.1177/0038040714525787. Epub 2014 Mar 10.

Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement.

Sociology of education

Jennifer Jennings, Heeju Sohn

Affiliations

  1. New York University, Department of Sociology, New York, NY, USA.
  2. University of Pennsylvania, Graduate Group of Demography, Department of Sociology, Philadelphia, PA, USA.

PMID: 27122642 PMCID: PMC4843844 DOI: 10.1177/0038040714525787

Abstract

How do proficiency-based accountability systems affect inequality in academic achievement? This paper reconciles mixed findings in the literature by demonstrating that three factors jointly determine accountability's impact. First, by analyzing student-level data from a large urban school district, we find that when educators face accountability pressure, they focus attention on students closest to proficiency. We refer to this practice as

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