Does No Child Left Behind Really Capture School Quality? Evidence from an Urban School District

Autor/in	Price, Heather E.
Titel	Does No Child Left Behind Really Capture School Quality? Evidence from an Urban School District
Quelle	In: Educational Policy, 24 (2010) 5, S.779-814 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904810376564
Schlagwörter	Federal Legislation; Academic Achievement; School Districts; Politics of Education; Evidence; Educational Quality; Educational Indicators; Educational Assessment; Urban Education; Standardized Tests; Performance Factors; Comparative Testing; Program Effectiveness; Educational Policy; Improvement Programs + Suchen Sie Ihr Suchwort? Bundesrecht; Schulleistung; School district; Schulbezirk; Educational policy; Bildungspolitik; Evidenz; Quality of education; Bildungsqualität; Educational indicato; Bildungsindikator; Education; assessment; Bewertungssystem; Stadtteilbezogenes Lernen; Standadised tests; Standardisierter Test; Leistungsindikator; Politics of education; Effizienzsteigerung
Abstract	Before revising the No Child Left Behind (NCLB) legislation under the new administration, policy makers need to be informed as to whether or not the NCLB labeling formula adequately distinguishes good-quality schools from poor-quality schools. This study tests this question, using rich descriptive data for Milwaukee's urban school district (MPS). Alternative indicators of school quality, the NCLB subgroup test failure measure and a standardized testing proficiency measure, are used as comparison measures to illustrate the discrimination embedded in the current formula used by the Department of Education. (Contains 4 tables, 1 figure and 9 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10