The impact of high-stakes testing on student proficiency in low-stakes subjects: Evidence from Florida's elementary science exam |
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| Authors: | Marcus A Winters Julie R Trivitt Jay P Greene |
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| Institution: | 1. Ifo Institute for Economic Research at the University of Munich, Poschingerstr. 5, 81679 Munich, Germany;2. CESifo, Germany;3. IZA, Germany;2. Spine Clinic, Zaandam, the Netherlands;3. Amsterdam Rehabilitation Research Center, Reade, Amsterdam, the Netherlands;4. VU University, Department of Health Science of the Faculty of Science, Amsterdam, the Netherlands;5. Amsterdam UMC, Vrije Universiteit Amsterdam, Department of General Practice and Elderly Care Medicine, Amsterdam Public Health Research Institute, Amsterdam, the Netherlands |
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| Abstract: | An important criticism of high-stakes testing policies – policies that reward or sanction schools based on their students’ performance on standardized tests – 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'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. |
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