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The Impact of High-Stakes Testing in Chicago on Student Achievement in Promotional Gate Grades

University of Chicago

Brian A. Jacob

Harvard University

Anthony S. Bryk

University of Chicago

This article analyzes the impact of high-stakes testing in Chicago on student achievement in grades targeted for promotional decisions. Using a three-level Hierarchical Linear Model, we estimate achievement value added in gate grades (test-score increases over and above that predicted from a student’s prior growth trajectory) for successive cohorts of students and derive policy effects by comparing value added pre- and postpolicy. Test scores in these grades increased substantially following the introduction of high-stakes testing. The effects are larger in the 6th and 8th grades and smaller in the 3rd grade in reading. Effects are also larger in previously low-achieving schools. In reading, students with low skills experienced the largest improvement in learning gains in the year prior to testing, while students with skills closer to their grade level experienced the greatest benefits in mathematics.

Key Words: accountability • high stakes testing • multilevel analysis • student achievement

Educational Evaluation and Policy Analysis, Vol. 24, No. 4, 333-357 (2002)
DOI: 10.3102/01623737024004333


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