This analysis examines the performance of the U.S. K–12 education system over time, in comparison to other nations, and at different levels of organizational structure: states, school districts, and schools. It also reviews performance in terms of four societal outcomes: effectiveness, equity, efficiency, and participation.
Keyworth, R., States, J. & Detrich, R. (2013). Feedback at the System Level: Benchmarking U.S. Education Performance. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 1-76). Oakland, CA: The Wing Institute.
This review examines student reading performance since 1971 to look for evidence of school reform's impact.
Keyworth, R. (2015). Have reading scores improved over 40-plus years of school reform? Retrieved from have-reading-scores-improved865.
This paper examines the history, impact, and future of school reform in the context of empirical data, scientific research, and policy initiatives.
Keyworth, R. (2010). Evidence-based Education Policy: An Oxymoron [Powerpoint Slides]. Retrieved from 2010-ucberkeley-guest-presentation-randy-keyworth.
This paper proposes an incentive scheme for educators that links compensation to the ranks of their students within comparison sets. Under certain conditions, this scheme induces teachers to allocate socially optimal levels of effort. Moreover, because this scheme employs only ordinal information, it allows education authorities to employ completely new assessments at each testing date without ever having to equate various assessments. This removes incentives for teachers to teach to a particular assessment form and eliminates opportunities to influence reward pay by corrupting assessment scales.
Barlevy, G., & Neal, D. (2012). Pay for percentile. The American Economic Review, 102(5), 1805-1831.