Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The American Review of Public Administration
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Miller, W. H.
Right arrow Articles by Ritter, G.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

School Performance Measurement

Politics and Equity

William H. Miller

University of Illinois, Springfield

Brinck Kerr

University of Arkansas, Fayetteville

Gary Ritter

University of Arkansas, Fayetteville

Growing political pressure for increased efficiency in government has led many to support the use of performance measurement schemes. Such schemes are never neutral and frequently influence the allocation of resources and power. The increased use of performance measures in the public sector raises questions regarding the fairness of the measures and the justness of the accompanying sanctions and rewards. Focusing on public schools, this study demonstrates the need to assess governmental performance measurement schemes for their impact on equity. Three measurement schemes (No Child Left Behind, value added, and adjusted performance measures) are evaluated and compared regarding their impact on majority African American public schools in the state of Arkansas.

Key Words: education • policy • performance • equity

The American Review of Public Administration, Vol. 38, No. 1, 100-117 (2008)
DOI: 10.1177/0275074007304387
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?