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Author: Lewis Ferebee
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 237
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Book Description
Expanding schooling options for children in low performing schools is one of the major principles of No Child Left Behind (NCLB) policy, representing two reform initiatives for public education school improvement that have dominated the conversations among public education policymakers, test-based accountability and school choice. Given their focus on NCLB policy, both may likely permeate discussions concerning the reauthorization of the Elementary and Secondary Act and public education reform efforts in years to come and to have enduring effects on public education in America. One effect of NCLB has been the expansion of school choice by mandating Title I schools in need of improvement for consecutive years of failing to meet adequate yearly progress (AYP) targets and also requires school districts to provide free transportation for students who choose to transfer to an identified school eligible to receive choice students in the district. In this study the grade level, gender, and ethnic characteristics of the students who chose to transfer under the public school choice provision of NCLB were explored. Based on the schools and district in this study, results suggest that more middle school and African American students have participated in NCLB public school choice. Results from this study suggest that NCLB public school choice participation has been considerably low compared to the number of students eligible to participate. Another set of analysis for this study focus on the effects of the NCLB school choice provisions on district and school achievement outcomes based on NCLB AYP standards. This study suggests NCLB public school choice has had a limited impact on AYP achievement outcomes for sending and receiving schools as a function of NCLB public school choice implementation. For future research, it will be important to examine the impact of NCLB public school choice implementation on individual student achievement outcomes. It will be important to determine if there is a positive benefit of improved test scores for students who participate in NCLB public school choice. If there is a positive benefit, it will be helpful to identify patterns by demographic and achievement characteristics.
Author: Lewis Ferebee
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 237
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Book Description
Expanding schooling options for children in low performing schools is one of the major principles of No Child Left Behind (NCLB) policy, representing two reform initiatives for public education school improvement that have dominated the conversations among public education policymakers, test-based accountability and school choice. Given their focus on NCLB policy, both may likely permeate discussions concerning the reauthorization of the Elementary and Secondary Act and public education reform efforts in years to come and to have enduring effects on public education in America. One effect of NCLB has been the expansion of school choice by mandating Title I schools in need of improvement for consecutive years of failing to meet adequate yearly progress (AYP) targets and also requires school districts to provide free transportation for students who choose to transfer to an identified school eligible to receive choice students in the district. In this study the grade level, gender, and ethnic characteristics of the students who chose to transfer under the public school choice provision of NCLB were explored. Based on the schools and district in this study, results suggest that more middle school and African American students have participated in NCLB public school choice. Results from this study suggest that NCLB public school choice participation has been considerably low compared to the number of students eligible to participate. Another set of analysis for this study focus on the effects of the NCLB school choice provisions on district and school achievement outcomes based on NCLB AYP standards. This study suggests NCLB public school choice has had a limited impact on AYP achievement outcomes for sending and receiving schools as a function of NCLB public school choice implementation. For future research, it will be important to examine the impact of NCLB public school choice implementation on individual student achievement outcomes. It will be important to determine if there is a positive benefit of improved test scores for students who participate in NCLB public school choice. If there is a positive benefit, it will be helpful to identify patterns by demographic and achievement characteristics.
Author: Alan R. Sadovnik
Publisher: Routledge
ISBN: 1135916888
Category : Education
Languages : en
Pages : 421
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Book Description
This monumental collection presents the first-ever sociological analysis of the No Child Left Behind Act and its effects on children, teachers, parents, and schools. More importantly, these leading sociologists consider whether NLCB can or will accomplish its major goal: to eliminate the achievement gap by 2014. Based on theoretical and empirical research, the essays examine the history of federal educational policy and place NCLB in a larger sociological and historical context. Taking up a number of policy areas affected by the law—including accountability and assessment, curriculum and instruction, teacher quality, parental involvement, school choice and urban education—this book examines the effects of NCLB on different groups of students and schools and the ways in which school organization and structure affect achievement. No Child Left Behind concludes with a discussion of the important contributions of sociological research and sociological analysis integral to understanding the limits and possibilities of the law to reduce the achievement gap.
Author: Anna Nicotera
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 106
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Book Description
The purpose of this dissertation is to evaluate the public school choice provision of the federal 2001 No Child Left Behind Act (NCLB), a policy that widened the availability of public school choice options in the United States by permitting students who attended low-performing schools in need of improvement the option to move to a higher performing public school in the district. This dissertation uses seven years of longitudinal student-level data and school fixed-effects models to examine whether there was within school variation for schools that switched NCLB public school in student intra-district mobility, the characteristics of schools selected, and student performance. Findings from the three research questions suggest that the NCLB public school choice policy had the intended impact of increasing intra-district mobility and changing patterns in terms of the types of schools students selected. However, for schools in the sample, it does not appear that NCLB public school choice had the intended effect of increasing academic gains in math or reading for students who transferred when their schools offered federal school choice options. The results from this dissertation are consistent with previous research on the impact of NCLB public school choice. The federal school choice policy resulted in slightly more intra-district mobility and students selected higher performing schools, but the impact of NCLB public school choice on student performance gains was indiscernible.
Author:
Publisher: DIANE Publishing
ISBN: 1428937587
Category :
Languages : en
Pages : 61
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Book Description
Author: Andrew C. Porter
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
The upcoming reauthorization of No Child Left Behind (NCLB) will be contentious, especially given the size of the act and the role it gives the federal government. When making decisions about reauthorization, it is important to consider the early evidence about the act's implementation and effectiveness. The first important finding about NCLB is that states have implemented the act with widely varying standards. States are given the right to set proficiency levels for the student achievement tests, and a review of the evidence shows that some states have set very high standards and some states have set very low standards. States also have the duty of setting levels of proficiency for schools to make adequate yearly progress (AYP); again, there is great variation in the decisions states have made regarding these AYP cutoffs, and these differences have affected the rate at which schools fall short of AYP. Finally, while NCLB requires all teachers to pass a content test to prove they are highly qualified, some states have made it very easy for teachers to pass these tests, while others have made it very hard. The variability in the implementation of these provisions is difficult to justify. The big question is whether NCLB is causing student achievement to increase. The answer is not clear, but the evidence is more positive than negative. There is a mild upward trend in mathematics achievement since the act was implemented, and this trend is occurring at a greater rate than it was before 2002. Still, there is concern that achievement overall is going up while students at the top and the bottom of the distribution have made no gains. This may be due to the AYP cutoffs, which reward schools for moving the students right around the cutoff, not the students at either end of the distribution. There is evidence of very minor progress toward closing the achievement gaps since NCLB was first passed. NCLB holds schools accountable for their students' learning, a strategy which may help raise achievement. However, if the system were to take all students into account by measuring achievement gains, it may help make the system even more effective. Teacher quality does not appear to have changed much since NCLB; low-income students are still more likely to have unqualified teachers than high-income students. While school choice is included in the act, the evidence shows that few have taken advantage of the offer of school choice, in part because parents are often notified too late to make a decision. Overall, the evidence on the act is mostly neutral to positive, and there is little evidence that the negative effects of the act some predicted have materialized. For reauthorization, lawmakers may consider the following suggestions: taking student achievement gains (value-added to student achievement) into account rather than just student achievement levels; evening out some of the variation in proficiency standards, teacher requirements, and content standards across states; discussing national standards; revising AYP targets to make the 2014 goal more reasonable; holding students accountable for their achievement; and providing supplemental services that are shown to be effective through educational research. With these changes, the act should continue to help teachers improve student achievement though high quality instruction and a rigorous curriculum. (Contains 1 footnote.) [Commentaries from Robert Schwartz, Kathleen McCartney and David N. Figlio are included. Commentaries are individually referenced.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 160
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Book Description
Author: Adam Gamoran
Publisher: Rowman & Littlefield
ISBN: 0815730349
Category : Education
Languages : en
Pages : 350
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Book Description
The No Child Left Behind Act (NCLB) is the latest in more than two decades of federal efforts to raise educational standards and an even longer stream of initiatives to improve education for poor children. What lessons can we draw from these earlier efforts to help NCLB achieve its goals? In Standards-Based Reform and the Poverty Gap, leading scholars in sociology, economics, psychology, and education policy take on this critical question. Armed with the latest data and up-to-date research syntheses, the authors show that standards-based reform has had some positive effects, particularly in the area of teacher quality. Moreover, some of the critics' greatest fears have not been realized: for example, retention rates have not shot upward. Yet the overall pace of improvement has been slow, owing in part to poor implementation. Based on these findings, the contributors offer recommendations for the implementation and impending reauthorization of NCLB. These proposals, such as national testing and a rethinking of achievement targets, are sure to be at the center of the upcoming debate. Contributors include Thomas Dee, Laura Desimone, George Farkas, Barbara Foorman, Brian Jacob, Robert M. Hauser, Paul Hill, Tom Loveless, Meredith Phillips, Andrew C. Porter, and Thomas Smith.
Author: Laura S. Hamilton
Publisher: Rand Corporation
ISBN: 083304270X
Category : Social Science
Languages : en
Pages : 303
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Book Description
Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.
Author:
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 212
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Author: Rolf K. Blank
Publisher:
ISBN:
Category :
Languages : en
Pages : 26
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Book Description
A critical state-level indicator of progress in public education is student achievement annual performance and change over time. The Council of Chief State School Officers (CCSSO) has been very active in tracking and reporting on student achievement results and using state assessment scores and other data to analyze achievement trends. A central goal of the No Child Left Behind (NCLB) Act was to close the gap in student achievement between students from different social and economic backgrounds. A principal objective of the federal funding mandated under NCLB, the design for program initiatives, and the accountability provisions of the federal law was to reduce the extent of disparity in performance of students from different demographic groups within schools as well as differences in the demonstrated performance of schools, districts, and states. The present report uses two different measures of student achievement--state student assessments and the National Assessment of Educational Progress (NAEP)--to determine the degree to which achievement gaps have been reduced in the period of implementation of NCLB in states. Three key questions are addressed by this analysis: (1) Has student achievement on state-administered annual assessments in math and language arts improved significantly since NCLB implementation and particularly for students from economically disadvantaged families?; (2) Has the achievement gap for economically disadvantaged students closed since NCLB implementation?; and (3) Are state trends in student achievement on state assessments confirmed by achievement trends on the NAEP math and reading assessments? State education agencies have responsibility under state and federal laws for reporting on the educational progress of schools, and the annual "school report card" is a common method by which states or school districts organize and report selected comparable school statistics on the status and progress of education. Currently, education indicators are centered around measures of education outcomes and particularly student achievement on standardized assessments. With increasing use of integrated data systems by states and districts, student achievement growth can be tracked for multiple years and many states are now using growth models for school accountability. The analyses of achievement trends presented in this paper use achievement scores aggregated at the state level to analyze grade cohort change over time for specific target student groups. An appendix presents tables showing trends for NAEP Proficient level in reading and math. (Contains 8 tables and 4 figures.).
