Will Performance Management Restore Citizens’ Faith in Public Education?

References

• Aud, S., Wilkinson-Flicker, S., Kristapovich, P., Rathbun, A., Wang, X., & Zhang, J. (2013). The condition of education 2013 (NCES 2013–037). Washington, D.C.: U.S. Department of Education, National Center for Education Statistics. Available at http://nces.ed.gov/pubsearch
   Google Scholar
• Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., … Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers (EPI Briefing Paper# 278). Washington, DC: Economic Policy Institute. http://www.epi.org/files/page/-/pdf/bp278.pdf
   Google Scholar
• Bandeira de Mello, V., Blankenship, C., & McLaughlin, D. (2009). Mapping state proficiency standards onto NAEP scales: 2005–2007 (Research and Development Report NCES 2010–456). Washington, DC: National Center for Education Statistics. http://nces.ed.gov/nationsreportcard/pdf/studies/2010456.pdf
   Google Scholar
• Barnett, J. L., & Vindal, P. M. (2013). State and local government finances summary: 2010: Governments division briefs. United State Census Bureau G10-ALFIN. Available at http://www.census.gov/prod/2012pubs/g10-alfin.pdf
   Google Scholar
• Beck, P. A., Rainey, H. G., Nicholls, K., & Traut, C. (1986). Citizen views of taxes and services: A tale of three cities. Social Science Quarterly, 68, 223–243.
   Web of Science ®Google Scholar
• Black, S. E., & Machin, S. (2011). Housing valuations of school performance. In E. Hanushek S. Machin & L. Woessmann (Eds.), Handbook of economic of education, (pp. 485–516). San Diego, CA: North-Holland.
   Google Scholar
• Booher-Jennings, J. (2005). Below the bubble: “Educational triage” and the Texas accountability system. American Educational Research Journal, 42, 231–268. doi:10.3102/00028312042002231
   Web of Science ®Google Scholar
• Carnoy, M., & Loeb, S. (2004). Does external accountability affect student outcomes? A cross-state analysis. In S. Fuhrman & R. Elmore (Eds.), Redesigning accountability systems for education, (pp. 189–219). New York: Teachers College Press.
   Google Scholar
• Center for Educational Performance and Information. (2013). Michigan student data systems. Lansing, MI: CEPI.
   Google Scholar
• Center on Education Policy. (2005). From the capital to the classroom. Year 3 of the No Child Left Behind Act. Washington, DC: CEP http://www.cep-dc.org/cfcontent_file.cfm?Attachment=FullReport%5FNCLB3%5F030105%2Epdf
   Google Scholar
• Center on Education Policy. (2008). Instructional time in elementary schools: A closer look at changes for specific subjects. Washington, DC: CEP http://www.cep-dc.org/cfcontent_file.cfm?Attachment=McMurrer%5FReport%5FInstructionalTime%5F022008%2Epdf
   Google Scholar
• Charbonneau, E., & Van Ryzin, G. G. (2012). Performance measures and parental satisfaction with New York City schools. The American Review of Public Administration, 42(1), 54–65. doi:10.1177/0275074010397333
   Web of Science ®Google Scholar
• Chiang, H. (2009). How accountability pressure on failing schools affects student achievement. Journal of Public Economics, 93(9–10), 1045–1057. doi:10.1016/j.jpubeco.2009.06.002
   Web of Science ®Google Scholar
• Chubb, J. E., & Moe, T. M. (1990). Politics, markets, and America’s schools. Washington, DC: The Brookings Institute.
   Google Scholar
• Darling-Hammond, L. (2007). Race, inequality and educational accountability: The irony of “no child left behind.” Race Ethnicity and Education, 10(3), 245–260. doi:10.1080/13613320701503207
   Google Scholar
• Diamond, J. B., & Cooper, K. (2007). The uses of testing data in urban elementary schools: Some lessons from Chicago. In P. A. Moss (Ed.), Evidence and decision making, (pp. 241–263). Malden, MA: National Society for the Study of Education.
   Google Scholar
• Donahue, A. K., & Miller, J. M. (2006). Experience, attitudes and willingness to pay for public safety. American Review of Public Administration, 36(4), 395–418.
   Web of Science ®Google Scholar
• Favero, N., & Meier, K. J. (2013). Evaluating urban public schools: Parents, teachers, and state assessments. Public Administration Review, 73(3), 401–412. doi:10.1111/puar.12022
   Web of Science ®Google Scholar
• Feldman, C. (2013). Education in America: Facts and figures as students head back to school. Huffington Post. Available at http://www.huffingtonpost.com/2013/08/31/education-in-america_n_3849110.html
   Google Scholar
• Figlio, D. N., & Kenny, L. W. (2009). Public sector performance measurement and stakeholder support. Journal of Public Economics, 93(9–10), 1069–1077. doi:10.1016/j.jpubeco.2009.07.003
   Web of Science ®Google Scholar
• Figlio, D. N., & Lucas, E. (2004). What’s in a grade? School report cards and the housing market. American Economic Review, 94(3), 591–604.
   Web of Science ®Google Scholar
• Finn, R. (2007, November 16). Shaping the system that grades city schools. The New York Times, p. 4. http://www.nytimes.com/2007/11/16/education/16lives.html
   Google Scholar
• Gallup, G.H. (1973, September). The 5th Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitude Toward the Public Schools, Phi Delta Kappan, 55(1), pp. 38–51.
   Google Scholar
• Glaser, M. A., & Hildreth, W. B. (1999). Service delivery satisfaction and willingness to pay taxes: Citizen recognition of local government performance. Public Productivity & Management Review, 23(1), 48–67. doi:10.2307/3380792
   Google Scholar
• Goertz, M. E., Nabors Oláh, L., & Riggan, M. (2010). From testing to teaching: The use of interim assessments in classroom instruction (CPRE Research Report No. RR-65). Philadelphia, PA: Consortium for Policy Research in Education. http://www.cpre.org/sites/default/files/researchreport/832_testing-teachingfinal-report-cpre-website.pdf
   Google Scholar
• Hanushek, E. A., & Raymond, M. E. (2005). Does school accountability lead to improved student performance? Journal of Policy Analysis and Management, 24(2), 297–327. doi:10.1002/pam.20091
   Web of Science ®Google Scholar
• Haertel, E., & Herman, J. (2005). A historical perspective on validity arguments for accountability testing. National Center for Research on Evaluation, Standards, and Student Testing. Los Angeles, CA: University of California, Los Angeles.
   Google Scholar
• Hastings, J. S., & Weinstein, J. M. (2008). Information, school choice, and academic achievement: Evidence from two experiments. Quarterly Journal of Economics, 123(4), 1373–1414. doi:10.1162/qjec.2008.123.4.1373
   Web of Science ®Google Scholar
• Hatry, H. P. (2006). Performance measurement: Getting results. Washington, DC: The Urban Institute Press.
   Google Scholar
• Heilig, J. V., & Darling-Hammond, L. (2008). Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context. Educational Evaluation and Policy Analysis, 30(2), 75–110. doi:10.3102/0162373708317689
   Web of Science ®Google Scholar
• Henig, J. R. (2013). The end of exceptionalism in American education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Hess, F. M., & McShane, M. Q. (2014). Common core meets education reform: What it all means for politics, policy and the future of schooling. New York: Teachers College Press.
   Google Scholar
• Jacobsen, R. (2009). The voice of the people in education policy. In G. Sykes B. Schneider & D. Plank (Eds.), Handbook of education policy research, (pp. 307–318). New York: Routledge.
   Google Scholar
• Jacobsen, R., & Saultz, A. (2012). The polls—Trends: Who should control education? Public Opinion Quarterly, 76(2), 379–390.
   Web of Science ®Google Scholar
• Jacobsen, R., Saultz, A., & Snyder, J. W. (2013). When accountability strategies collide: Do policy changes that raise accountability standards also erode public satisfaction? Educational Policy, 27(2), 360–389. doi:10.1177/0895904813475712
   Web of Science ®Google Scholar
• Jacobsen, R., Snyder, J. W., & Saultz, A. (2014a). Informing or shaping public opinion? The influence of school accountability data format on public perceptions of school quality. American Journal of Education, 121(1), 1–27. doi:10.1086/678136
   Web of Science ®Google Scholar
• Jacobsen, R., Snyder, J. W., & Saultz, A. (2014b). Understanding satisfaction with schools: The role of expectations. Journal of Public Administration Research and Theory, 25, 831–848. doi:10.1093/jopart/muu026
   Web of Science ®Google Scholar
• James, O. (2009). Evaluating the expectations disconfirmation and expectations anchoring approaches to citizen satisfaction with local public services. Journal of Public Administration Research and Theory, 19(1), 107–123. doi:10.1093/jopart/mum034
   Web of Science ®Google Scholar
• James, O. (2011). Performance measures and democracy: Information effects on citizens in field laboratory experiments. Journal of Public Administration Research and Theory, 21(3), 399–418. doi:10.1093/jopart/muq057
   Web of Science ®Google Scholar
• Johnson, J. (2013). Will it be on the test?. A closer look at how leaders and parents think about accountability in public schools. New York, NY: Public Agenda.
   Google Scholar
• Kirst, M., & Wirt, F. (2009). The political dynamics of American education. (4th edition). New York: Teachers College Press.
   Google Scholar
• Kogan, V., Lavertu, S., & Peskowitz, Z. (2014). Performance measurement and school board elections: Do school report cards produce accountability at the ballot box?. Available at http://glenn.osu.edu/educational-governance/research/research-attributes/KLP_Turnover_20150723.pdf
   Google Scholar
• Kogan, V., Lavertu, S., & Peskowitz, Z. (2015). Performance federalism and local democracy: Theory and evidence from school tax referenda. American Journal of Political Science. doi:10.1111/ajps.12184
   Google Scholar
• Kolker, R. (2013, November 24). The opt-outers: What happens if enough New York parents say they don’t want their kids to take tests? New York Magazine. http://nymag.com/news/features/anti-testing-2013-12
   Google Scholar
• Koretz, D. (2009). Measuring up: What educational testing really tells us. Cambridge, MA: Harvard University Press.
   Google Scholar
• Little, J. W. (2012). Understanding data use practices among teachers: The contribution of micro-process studies. In C. E. Coburn & A. C. Bueschel (Eds.), The practice of data use: A special issue for American Journal of Education ( Vol. 118, no. 2, pp. 143–166).
   Google Scholar
• Loveless, T. (1997). The structure of public confidence in education. American Journal of Education, 105(2), 127–159. doi:10.1086/444150
   Web of Science ®Google Scholar
• Manna, P. (2011). Collision course: Federal education policy meets state and local realities. Washington, DC: CQ Press.
   Google Scholar
• Manna, P., & Ryan, L. L. (2011). Competitive grants and educational federalism: President Obama’s Race to the Top program in theory and practice. Publius: The Journal of Federalism, 41(3), 522–546. doi:10.1093/publius/pjr021
   Web of Science ®Google Scholar
• McDermott, K. A. (2011). High-stakes reform: The politics of educational accountability. Washington, DC: Georgetown University Press.
   Google Scholar
• McDonnell, L. M. (2008). The politics of educational accountability: Can the clock be turned back? In K. Ryan & L. Shepard (Eds.), The future of test-based educational accountability (pp. 47–67). New York: Routledge.
   Google Scholar
• Meier, K. J., & O’Toole Jr., L. J. (2001). Managerial strategies and behavior in networks: A model with evidence from U.S. public education. Journal of Public Administration Research and Theory 11(3): 271–294.
   Web of Science ®Google Scholar
• Metzenbaum, S. H. (2006). Performance accountability: The five building blocks and six essential practices. Washington, DC: IBM Center for the Business of Government. http://www.businessofgovernment.org/sites/default/files/Performance%20Accountability.pdf
   Google Scholar
• Moynihan, D. (2008). The dynamics of performance management: Constructing information and reform. Washington, DC: Georgetown University Press.
   Google Scholar
• Moynihan, D. P., & Hawes, D. P. (2012). Responsiveness to reform values: The influence of the environment on performance information use. Public Administration Review, 72(S1), S95–S105. doi:10.1111/j.1540-6210.2012.02653.x
   Web of Science ®Google Scholar
• Moynihan, D. P., Fernandez, S., Kim, S., LeRoux, K. M., Piotrowski, S. J., Wright, B. E., & Yang, K. (2011). Performance regimes amidst governance complexity. Journal of Public Administration Research, 21(S1), 141–151. doi:10.1093/jopart/muq059
   Web of Science ®Google Scholar
• Nichols, S. L., Glass, G. V., & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14, 1. doi:10.14507/epaa.v14n1.2006
   Google Scholar
• Osborne, D., & Gaebler, T. (1992). Reinventing government: How the entrepreneurial spirit is transforming the public sector. New York, NY: Addison Wesley Publishing Company.
   Google Scholar
• Phi Delta Kappa/Gallup Poll. (2013). PDK/Gallup poll shows satisfaction with local schools, Divide between the public and policymakers. August 21. Available at http://aacte.org/news-room/press-releases-statements/153-pdkgallup-poll-shows-satisfaction-with-local-schools-divide-between-the-public-and-policy-makers
   Google Scholar
• Poister, T. H., & Thomas, J. C. (2011). The effect of expectations and expectancy confirmation/disconfirmation on motorists’ satisfaction with state highways. Journal of Public Administration Research and Theory, 21(4), 601–617. doi:10.1093/jopart/mur004
   Web of Science ®Google Scholar
• Radin, B. A. (2006). Challenging the performance movement: Accountability, complexity, and democratic values. Washington, DC: Georgetown University Press.
   Google Scholar
• Ravitch, D. (2010). The death and life of the great American school system. New York: Basic Books.
   Google Scholar
• Ravitch, D. (2013). Reign of error: The hoax of the privatization movement and the danger to America’s public schools. New York: Alfred A. Knopf.
   Google Scholar
• Roch, C. H., & Poister, T. H. (2006). Citizens, accountability, and service satisfaction: The influence of expectations. Urban Affairs Review, 41(3), 292–308. doi:10.1177/1078087405281124
   Web of Science ®Google Scholar
• Rockoff, J., & Turner, L. (2008). Short run impacts of accountability on school quality (Working Paper 14564). Cambridge, MA: National Bureau of Economic Research. http://www.nber.org/papers/w14564.pdf
   Google Scholar
• Rothstein, R. (2004). Class and schools: Using social, economic and educational reform to close the black-white achievement gap. New York: Teachers College Press.
   Google Scholar
• Rothstein, R., Jacobsen, R., & Wilder, T. (2008). Grading education: Getting accountability right. New York: Teachers College Press.
   Google Scholar
• Sanger, M. B. (2008). From measurement to management: Breaking through the barriers to state and local performance. Public Administration Review, 68(S1), S70–S85. doi:10.1111/j.1540–6210.2008.00980.x
   Google Scholar
• Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009). Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of Title 1 schools. American Educational Research Journal, 46(4), 1006–1033. doi:10.3102/0002831209333185
   Web of Science ®Google Scholar
• Schneider, M., Teske, P., & Marshall, M. (2000). Choosing schools: Consumer choice and the quality of American schools. Princeton, NJ: Princeton University Press.
   Google Scholar
• Spillane, J. P. (2004). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.
   Google Scholar
• Stone, D. (2001). Policy paradox: The art of political decision making. New York: W. W. Norton.
   Google Scholar
• Strauss, V. (2013, April 24). Students in D.C. region can’t formally “opt out.” Washington Post. https://www.washingtonpost.com/news/answer-sheet/wp/2013/04/24/students-in-d-c-region-cant-formally-opt-out-of-standardized-tests
   Google Scholar
• Sunderman, G., & Orfield, G. (2006). Domesticating a revolution: No Child Left Behind and state administrative response. Harvard Educational Review, 76(4), 526–556. doi:10.17763/haer.76.4.973012q682h313v0
   Web of Science ®Google Scholar
• Thorn, C., & Harris, D. N. (2013). The accidental revolution: Teacher accountability, value-added, and the shifting balance of power in the American school system. In D. Anagnostopoulos S. A. Rutledge & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Tulenko, J. D. (2002). Testing our schools [Television series episode]. In Frontline. Boston, MA: WGBH, Learning Matters. Airdate: March 28. http://www.pbs.org/wgbh/pages/frontline/shows/schools
   Google Scholar
• Van Dooren, W., Bouckaert, G., & Halligan, J. (2010). Performance management in the public sector. New York, NY: Routledge, Taylor, and Francis Group.
   Google Scholar
• Van Ryzin, G. G. (2004). Expectations, performance, and citizen satisfaction with urban services. Journal of Policy Analysis and Management, 23(3), 433–448. doi:10.1002/pam.20020
   Web of Science ®Google Scholar
• Van Ryzin, G. G. (2007). Pieces of a puzzle: Linking government performance, citizen satisfaction, and trust. Public Performance & Management Review, 30(4), 521–535. doi:10.2753/pmr1530-9576300403
   Google Scholar
• Van Ryzin, G. G. (2011). Outcomes, process, and trust of civil servants. Journal of Public Administration Research and Theory, 21(4), 745–760. doi:10.1093/jopart/muq092
   Web of Science ®Google Scholar
• Winters, M. A., & Cowen, J. M. (2013). Would a value-added system of retention improve the distribution of teacher quality? A simulation of alternative policies. Journal of Policy Analysis and Management, 32(3), 634–654. doi:10.1002/pam.21705
   Web of Science ®Google Scholar
• Wright, P. W. D., Wright, P. D., & Heath, S. W. (2003). Wrightslaw No Child Left Behind. Hartfield, VA: Harbor House Law Press.
   Google Scholar
• Zeehandelaar, D., & Winkler, A. (2013). What parents want: Education preferences and trade-offs. Washington, DC: Thomas B. Fordham Institute. http://edex.s3-us-west-2.amazonaws.com/publication/pdfs/20130827_What_Parents_Want_Education_Preferences_and_Trade_Offs_FINAL.pdf
   Google Scholar