The Achievement Consequences of the No Child Left Behind Act. Working Paper

Autor/inn/en	Dee, Thomas S.; Jacob, Brian A.
Institution	Urban Institute
Titel	The Achievement Consequences of the No Child Left Behind Act. Working Paper
Quelle	(2009), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Federal Legislation; Reading Achievement; Academic Achievement; National Competency Tests; Grade 8; Grade 4; Accountability; Student Evaluation; Standardized Tests; Educational Legislation; Scores; Comparative Analysis; State Standards; Effect Size; Mathematics Achievement; Public Schools; Catholic Schools; Racial Differences; African American Students; White Students; Hispanic American Students; Poverty; At Risk Students; Teacher Student Ratio; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Bundesrecht; Leseleistung; Schulleistung; School year 08; 8. Schuljahr; Schuljahr 08; School year 04; 4. Schuljahr; Schuljahr 04; Verantwortung; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Bildungsrecht; Schulgesetz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Public school; Öffentliche Schule; Katholische Schule; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Armut; Lehrer-Schüler-Relation
Abstract	The No Child Left Behind (NCLB) Act has compelled states to design school accountability systems based on annual student assessments. The effect of this Federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state-level panel data on student test scores from the National Assessment of Educational Progress (NAEP). This study identifies the impact of NCLB by relying on comparisons of the test-score changes across states that already had school accountability policies in place prior to NCLB and those that did not. Results indicate that NCLB generated statistically significant increases in the average math performance of 4th graders (effect size = 0.22 by 2007) as well as improvements at the lower and top percentiles. However, the authors do not find consistent evidence that NCLB generated similarly broad improvements in reading achievement or achievement among 8th graders. (Contains 11 tables and 6 footnotes.) [This paper was presented at the "NCLB: Emerging Findings Research Conference" at the Urban Institute, Washington, D.C. on August 12, 2009.] (As Provided).
Anmerkungen	Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10