Abstract
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.
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