1. Did high-stakes accountability cause CPS's teachers, parents, and students to change their behavior in ways that would lead to higher achievement?
2. Does the evidence suggest that CPS's initiatives resulted in simply more focus on testing?
The third report in the Ending Social Promotion series, this study examines the Chicago Public Schools (CPS)'s high-stakes testing initiative and its impact on students’ academic experiences. The report presents teachers and principals’ evaluations of the policy, tracks changes over time in instructional practice, and provides an analysis of trends in critical student indices.
For a full analysis of the ending social promotion policy, please refer to our series of research studies.