Journal ArticleDOI
Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act
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This article found that students on the tails of the ability distribution, especially high-ability students, are more likely to score below expectations if their school is in danger from No Child Left Behind sanctions.Abstract:
The No Child Left Behind Act imposes sanctions on schools if the fraction of students demonstrating proficiency on a high-stakes test falls below a statewide pass rate. While the motivation behind this system is improved public school performance, it also provides incentives for schools to focus educational resources on the marginal student rather than those on the tails of the ability distribution. Using statewide, student-level panel data, students on the tails of the ability distribution, especially high-ability students, are demonstrated to score below expectations if their school is in danger from No Child Left Behind sanctions.read more
Citations
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ReportDOI
The Impact of No Child Left Behind on Student Achievement.
Thomas S. Dee,Brian A. Jacob +1 more
TL;DR: In this article, the authors present 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).
Journal ArticleDOI
The impact of no Child Left Behind on student achievement: The Impact of No Child Left Behind on Student Achievement
Thomas S. Dee,Brian A. Jacob +1 more
Posted Content
The Impact of No Child Left Behind on Student Achievement. NBER Working Paper No. 15531.
Thomas S. Dee,Brian A. Jacob +1 more
TL;DR: For example, Jacob et al. as discussed by the authors found evidence that NCLB generated statistically significant increases in the average math performance of 4 graders (effect size = 0.22 by 2007) as well as improvements at the lower and top percentiles.
Journal ArticleDOI
The Impact of No Child Left Behind on Students, Teachers, and Schools
Thomas S. Dee,Brian A. Jacob +1 more
TL;DR: The authors found evidence that NCLB shifted the allocation of instructional time toward math and reading, the subjects targeted by the new accountability systems and found no evidence that it improved student achievement in reading.
References
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Book
Econometric Analysis of Cross Section and Panel Data
TL;DR: This is the essential companion to Jeffrey Wooldridge's widely-used graduate text Econometric Analysis of Cross Section and Panel Data (MIT Press, 2001).
Book
Applied Nonparametric Regression
TL;DR: This chapter discusses smoothing in high Dimensions, Investigating multiple regression by additive models, and incorporating parametric components and alternatives.
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Applied Nonparametric Regression
TL;DR: Applied Nonparametric Regression is the first book to bring together in one place the techniques for regression curve smoothing involving more than one variable and argues that all smoothing methods are based on a local averaging mechanism and can be seen as essentially equivalent to kernel smoothing.
Journal ArticleDOI
Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools
TL;DR: The authors examined the impact of an accountability policy implemented in the Chicago Public Schools in 1996-1997, using a panel of student-level, administrative data, and found that math and reading achievement increased sharply following the introduction of the accountability policy, in comparison to both prior achievement trends in the district and to changes experienced by other large, urban districts.