The Case for Holding Students Accountable
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| Title: | The Case for Holding Students Accountable |
|---|---|
| Language: | English |
| Authors: | Tyner, Adam, Petrilli, Michael J. |
| Source: | Education Next. Sum 2018 18(3):26-32. |
| Availability: | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Middle Schools |
| Descriptors: | Accountability, Incentives, Middle School Students, High School Students, Educational Change, Academic Achievement, Motivation, Adolescents, Academic Persistence, Educational Policy |
| ISSN: | 1539-9664 |
| Abstract: | In this article, the authors look at the evidence that external motivation can encourage middle-school and high-school students to work harder and learn more. They then identify a number of state and local policies that could put constructive pressure on students to exert effort in their academics. Such policies include instituting external, curriculum-based exams linked to real-world consequences for kids; maintaining high standards for earning good grades; and experimenting with well-designed cash-incentive programs. The authors conclude by considering how student accountability and student agency might combine for an even more effective approach in the future. |
| Abstractor: | ERIC |
| Entry Date: | 2018 |
| Access URL: | https://educationnext.org/journal/summer-2018-vol-18-no-3/ |
| Accession Number: | EJ1182613 |
| Database: | ERIC |
| Abstract: | In this article, the authors look at the evidence that external motivation can encourage middle-school and high-school students to work harder and learn more. They then identify a number of state and local policies that could put constructive pressure on students to exert effort in their academics. Such policies include instituting external, curriculum-based exams linked to real-world consequences for kids; maintaining high standards for earning good grades; and experimenting with well-designed cash-incentive programs. The authors conclude by considering how student accountability and student agency might combine for an even more effective approach in the future. |
|---|---|
| ISSN: | 1539-9664 |
