Should Gender Gaps Be Incorporated into School Accountability Measures? If So, How
Bibliographic Data
| ID | 21286906 |
|---|---|
| Authors | Michael Hansen (0009-0006-8752-2750, corresponding author) |
| Year | 2024 |
| Volume | 716 |
| Issue | 1 |
| Pages | 177-195 |
| Publication date | 2024-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Annals of the American Academy of Political and Social Science (JOURNAL) |
| Journal identifiers | ISSN: 0002-7162 • E-ISSN: 1552-3349 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00027162261427952 |
| OpenAlex | W7161397811 |
| Language | EN |
| References cited | 41 |
School accountability policies are central to current education reform efforts, and most of these policies prominently focus on race- and income-based achievement gaps. Recently, though, discussion of gender-based achievement gaps in schools has emerged in research and policy discussions, so accounting for gender-based achievement differences in existing accountability policies may be an inevitable next step. In this article, I offer a brief background on the origins of school accountability as an education policy priority and review the evidence on its effects. I then discuss gender gaps in education and consider how they stand apart from gaps based on race and socioeconomics. I speculate about the possible adverse outcomes and potential benefits of including gender differences in present school accountability policies and offer concluding recommendations about using these measures in school accountability
Academic achievement · Accountability · Education policy · No child left behind · Public policy · Race (biology) · Early Childhood Education and Development · School Choice and Performance · Teacher Education and Leadership Studies
Crossing the Finish Line
School Accountability
The Trouble with Boys
Teachers and the Gender Gaps in Student Achievement
Family Disadvantage and the Gender Gap in Behavioral and Educational Outcomes
Affective Teacher—Student Relationships and Students' Externalizing Behavior Problems
Why Focusing on Test Metrics May Impede Gender Equity
Do Male Teachers Matter to Boys’ Education
Boys’ K–12 Education
Single-Sex Public Schools for Boys
Left Behind by Design
Gender differences in children’s social skills growth trajectories
Does school accountability lead to improved student performance
The impact of no Child Left Behind on student achievement
Predictors of early elementary school suspension by gender
The Achievement Gap and the Discipline Gap
High-Stakes Testing and Curricular Control
Income Segregation Between Schools and School Districts
Gender differences in scholastic achievement
New trends in gender and mathematics performance
Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States
Categorical Inequality
Unmasking the Myth of the Same-Sex Teacher Advantage
The Geography of Racial/Ethnic Test Score Gaps
Social and behavioral skills and the gender gap in early educational achievement
| Highly cited | No |
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