[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602347-105":59,"doc-detail-602347-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","high-stakes-testing-and-student-achievement-does-accountability-pressure-increase-student-learning-602347","High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?","","This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each state, containing documents describing the “story” of accountability implementation and impact. Using the “law of comparative judgments,” over 300 graduate-level students compared paired portfolios and formed ratings, then applied regression and correlation analyses. Results show no relationship for math and reading achievement, with limited evidence for fourth grade and some subgroups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-stakes-testing-and-student-achievement-does-accountability-pressure-increase-student-learning-602347/602347/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-stakes-testing-and-student-achievement-does-accountability-pressure-increase-student-learning-602347/602347.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about accountability pressure?","Question",{"text":112,"@type":113},"It examines whether higher accountability pressure from high-stakes testing increases student learning and achievement outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were states’ accountability pressure levels measured in the research?",{"text":117,"@type":113},"The study created standardized portfolios for each state and used comparative judgments by graduate-level students to convert evaluations into a single rating continuum from high to low pressure.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find regarding math and reading achievement?",{"text":121,"@type":113},"No relationship was found between testing/accountability pressure and later achievement for math at fourth and eighth grade, and no relationship was found for reading at any grade level or for ethnic subgroups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602347,1792231160,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","EDUCATION POLICY ANALYSIS ARCHIVES  \nA peer-reviewed scholarly journal Editor: Sherman Dorn College of Education  \nUniversity of South Florida  \nVolume 14 Number 1 January 4, 2006 ISSN 1068–2341  \nHigh-Stakes Testing and Student Achievement: Does Accountability  \nPressure Increase Student Learning?1  \nSharon L. Nichols  \nUniversity of Texas at San Antonio  \nGene V Glass  \nDavid C. Berliner  \nArizona State University  \nCitation: 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). Retrieved [date] from [http://epaa.asu.edu/epaa/v14n1/](http://epaa.asu.edu/epaa/v14n1/) .  \nAbstract  \nThis study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the “story” of accountability implementation and impact in that state. Using the “law of comparative judgments,” over 300 graduate-level education students reviewed one pair of portfolios and made independent evaluations as to which of the two states’portfolios reflected a greater degree of accountability pressure. Participants’judgments yielded a matrix that was converted into a single rating system that arranged all 25 states on a continuum of accountability “pressure” from high to low. Using this accountability pressure rating we conducted a series of regression and correlation analyses. We found no relationship between earlier pressure and later cohort achievement for math at the fourth-and eighth-grade levels on the National Assessment of Educational Progress tests. Further, no relationship was  \n1 This work was supported by a grant from the Great Lakes Center for Education Research and Practice, Williamstown, Michigan to the Education Policy Studies Laboratory, Arizona State University.  \n Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for noncommercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available at [http://creativecommons.org/licenses/by-nc-nd/2.5/. All](http://creativecommons.org/licenses/by-nc-nd/2.5/. All)[ ](http://creativecommons.org/licenses/by-nc-nd/2.5/. All)other uses must be approved by the author(s) or EPAA. EPAA is published jointly by the Colleges of Education at Arizona State University and the University of South Florida. Articles are indexed by H.W. Wilson & Co. Send commentary to Casey Cobb ([casey.cobb@uconn.edu](casey.cobb@uconn.edu)) and errata notes to Sherman Dorn ([epaa-editor@shermandorn.com](epaa-editor@shermandorn.com)).  \nEducation Policy Analysis Archives Vol. 14 No . 1 2  \nfound between testing pressure and reading achievement on the National Assessment of Education Progress tests at any grade level or for any ethnic student subgroup. Data do suggest, however, that a case could be made for a causal relationship between high-stakes testing pressure and subsequent achievement on the national assessment tests—but only for fourth grade, non-cohort achievement and for some ethnic subgroups. Implications and directions for future studies are discussed.  \nKeywords: high-stakes testing; educational policy; No Child Left Behind.  \nIntroduction  \nSupporters of high-stakes testing believe that the quality of American education can be vastly improved by introducing a system of rewards and sanctions that are triggered by students’standardized test performance (Raymond & Hanushek, 2003) . The theory of action undergirding this approach is that educators and their students will work harder and more effectively to enhance student learning when faced with large incentives and threatening punishments. But educators and researchers argue that serious ","cbCaiitNp1OXoVuw","https://ap.wps.com/l/cbCaiitNp1OXoVuw","pdf",800988,172,"English","# Abstract\n# Introduction\n## Support for high-stakes testing\n## Measurement and validity concerns\n## Unintended effects and compromised instruction","[{\"question\":\"What question does the study investigate about accountability pressure?\",\"answer\":\"It examines whether higher accountability pressure from high-stakes testing increases student learning and achievement outcomes.\"},{\"question\":\"How were states’ accountability pressure levels measured in the research?\",\"answer\":\"The study created standardized portfolios for each state and used comparative judgments by graduate-level students to convert evaluations into a single rating continuum from high to low pressure.\"},{\"question\":\"What did the study find regarding math and reading achievement?\",\"answer\":\"No relationship was found between testing/accountability pressure and later achievement for math at fourth and eighth grade, and no relationship was found for reading at any grade level or for ethnic subgroups.\"}]","High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning? | PDF",1792094512,433]