Accountability,Test Prep Incentives,and the Design of Math and English Exams

We examine how incentives for test prep varied between math and English language arts (ELA) on U.S. state accountability exams. We collected data on exam structure for grade 3 to 8 tests in six states that are the setting for most U.S. research in literatures where accountability matters. We show that math exams typically measured ability more precisely for students on the margin of achieving proficiency. This gave educators an incentive to spend more time preparing students for math tests than for ELA tests, consistent with the common finding of larger math effects in the literature.     

SURREPLY

This is a follow‐up to our previous “Comment” responding to an article by William How and Hugh McIsaac.     

Beyond Cognition: Affective Leadership and Emotional Labor

How do the concepts of emotional labor and artful affect translate into our understanding of leadership? Where would one find affective leadership in practice? To address these questions, the workdays of civil servants are examined. Based on interviews and focus groups, the authors set forth in their own words how social workers, 911 operators, corrections officials, detectives, and child guardians experience their work. These interviews reveal the centrality of emotion work in the service exchange and underscore affective leadership in practice. The authors conclude that the most important challenge facing public administrators is not to make work more efficient but to make it more humane and caring. Affective leadership, and recognition of the centrality of emotional labor therein, are the means by which this approach is championed.     

Sex-typed role in male adolescent sexual abuse survivors

Confusion and conflicts regarding sexual identity have been identified by clinicians as sequelae of sexual abuse in male adolescents. The empirical evidence supporting this assertion is limited, however. The purpose of this study was to examine the relationship between sexual abuse of male adolescents and their sexual self-concept in comparison to other clinical and nonclinical adolescent populations. The Bem Sex-Role Inventory (BSRI) was administered to 31 sexually abused male adolescents, 14 nonabused, psychiatrically treated male adolescents, and 35 nonabused, nonpsychiatric male adolescents. A significant difference in sex-typed roles was found between sexually abused male adolescents and nonabused, nonpsychiatric male adolescents.