Accountability Pressure and Non-Achievement Student Behaviors. Working Paper 122

Autor/inn/en	Holbein, John B.; Ladd, Helen F.
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Accountability Pressure and Non-Achievement Student Behaviors. Working Paper 122
Quelle	(2015), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Student Behavior; Educational Indicators; Federal Programs; Educational Legislation; Federal Legislation; Academic Failure; Behavior Problems; Attendance; Time Management; Incentives; Suspension; Aggression; Crime; Law Enforcement; Minority Group Students; Low Achievement; Public Schools; Regression (Statistics); School Effectiveness; North Carolina + Suchen Sie Ihr Suchwort? Verantwortung; Student behaviour; Schülerverhalten; Educational indicato; Bildungsindikator; Bildungsrecht; Schulgesetz; Bundesrecht; Anwesenheit; Zeitmanagement; Anreiz; Ausschluss; Schulausschluss; Crimes; Delict; Delicts; Delikt; Gesetzesvollzug; Unterdurchschnittliche Leistung; Public school; Öffentliche Schule; Regression; Regressionsanalyse; Schuleffizienz
Abstract	In this paper we examine how failing to make adequate yearly progress under No Child Left Behind (NCLB), and the accountability pressure that ensues, affects various non-achievement student behaviors. Using administrative data from North Carolina and leveraging a discontinuity in the determination of school failure, we examine the causal impact of accountability pressure both on student behaviors that are incentivized by NCLB and on those that are not. We find evidence that, as NCLB intends, pressure encourages students to show up at school and to do so on time. Accountability pressure also has the unintended effect, however, of increasing the number of student misbehaviors such as suspensions, fights, and offenses reportable to law enforcement. Further, this negative response is most pronounced among minorities and low performing students, who are the most likely to be left behind. The following are appended: (1) Descriptive Statistics; (2) Offense Measures Used; (3) Supplemental Analyses; and (4) Alternate Model Specifications. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01