The missing link: An econometric analysis on the impact of curriculum standards on student achievement

Research output: Contribution to journalArticle

10 Scopus citations

Abstract

Nationwide, state policy-makers have increasingly adopted curriculum standards as a means of improving education. However, relatively little empirical research has been done to investigate if a link actually exists between curriculum standards and student performance. Using data collected by the New York State Department of Education, the impact of standards on high school student achievement is examined through estimation of a one-way fixed-effects model of the education production function. Curriculum standards are operationalized as the award of a "50-64" variance, which is considered a means of increasing the number of students taking demanding courses. The findings suggest that curriculum standards can improve student performance, but they do little to improve equity. While larger portions of pupils pass curriculum-based assessment exams, continued associations between select student characteristics and student performance remain.

Original languageEnglish (US)
Pages (from-to)351-361
Number of pages11
JournalEconomics of Education Review
Volume19
Issue number4
DOIs
StatePublished - Oct 2000

Keywords

  • "At-risk" pupils
  • Curriculum standards
  • Educational policy
  • JEL I21
  • Student achievement

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