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Accountability, Achievement, and Inequality in American Public Schools: A Review of the Literature

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Handbook of the Sociology of Education in the 21st Century

Part of the book series: Handbooks of Sociology and Social Research ((HSSR))

Abstract

In this chapter, we review the existing social science literature on the impacts of accountability systems in American schools. We begin by providing a brief history of accountability systems in American public education. We then review the impacts of these systems in three domains (instructional consequences, student outcome consequences, and policy feedback consequences), focusing on the literature that has been produced since the implementation of No Child Left Behind. We consider the evidence on alternatives and complements to test-based accountability systems that have been proposed, and close by discussing directions for future research.

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    Joel Mittleman & Jennifer L. Jennings

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  1. College of Education, Department of Sociology, Michigan State University, East Lansing, MI, USA

    Barbara Schneider

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Mittleman, J., Jennings, J.L. (2018). Accountability, Achievement, and Inequality in American Public Schools: A Review of the Literature. In: Schneider, B. (eds) Handbook of the Sociology of Education in the 21st Century. Handbooks of Sociology and Social Research. Springer, Cham. https://doi.org/10.1007/978-3-319-76694-2_21

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