Accountability and the Pressure to Exclude: A Cautionary Tale from England

Creator

E. Rustique-Forrester

Files

Publisher

Arizona State University, University of South Florida

Publication Date

April 2005

Abstract

Recent studies have produced conflicting findings about whether test-based rewards and sanctions create incentives that improve student performance, or hurdles that increase dropout and pushout rates from schools. This article reports the findings from a study that examined the impact of England’s accountability reforms and investigated whether the confluent pressures associated with increased testing, school ranking systems, and other sanctions contributed to higher levels of student exclusion (expulsion and suspension). ...

Keywords

Dropouts, Education--England, Student expulsion, Student suspension

Extent

41

Geographic Location

England

Volume

13

Issue

26

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Rustique-Forrester, E. (2005, April 8). Accountability and the pressures to exclude: A cautionary tale from England. Education Policy Analysis Archives, 13(26). Retrieved [date] from http://epaa.asu.edu/epaa/v13n26.

Identifier

E11-00448

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Rustique-Forrester, E., "Accountability and the Pressure to Exclude: A Cautionary Tale from England" (2005). Education Policy Analysis Archives (EPAA). 162.
https://digitalcommons.usf.edu/usf_EPAA/162