The Effects of No Child Left behind on Children's Socioemotional Outcomes

Autor/inn/en	Whitney, Camille R.; Candelaria, Christopher A.
Titel	The Effects of No Child Left behind on Children's Socioemotional Outcomes
Quelle	In: AERA Open, 3 (2017) 3, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Educational Legislation; Federal Legislation; High Stakes Tests; Accountability; Outcomes of Education; Children; Longitudinal Studies; Surveys; Self Concept Measures; Questionnaires; Psychological Patterns; Behavior Problems; Attention Control; Anxiety; Socioeconomic Status; Gender Differences; Elementary School Students; Early Childhood Longitudinal Survey; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Verantwortung; Lernleistung; Schulerfolg; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Fragebogen; Aufmerksamkeitstest; Angst; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt
Abstract	Many people have worried about possible adverse effects of high-stakes testing on socioemotional outcomes. This article uses a difference-in-differences approach to investigate the effects of the introduction of high-stakes testing via the No Child Left Behind Act on socioemotional outcomes. Data are from the Early Childhood Longitudinal Survey--Kindergarten Cohort of 1998-1999, a nationally representative longitudinal survey. The 10 outcomes that we examine are from the children's Self-Descriptive Questionnaire, including externalizing problems related to paying attention and behavior in school, internalizing problems related to feeling sad and lonely and academic anxiety, as well as interest and competence in math, reading, and school in general. We find that the introduction of high-stakes test accountability did not have consistent significant effects on these socioemotional outcomes. These findings can help states address concerns and motivate further research on potential unintended consequences of revised accountability systems under the Every Student Succeeds Act. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01