An Empirical Investigation of the No Child Left Behind School Choice Policy on Academic Achievement

Autor/inn/en	Nicotera, Anna; Teasley, Bettie; Berends, Mark
Institution	Vanderbilt University, National Center on School Choice
Titel	An Empirical Investigation of the No Child Left Behind School Choice Policy on Academic Achievement
Quelle	(2007), (48 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Federal Legislation; School Choice; Reading Achievement; Transfer Students; Educational Legislation; Educational Policy; Achievement Gains; Mathematics Achievement; Comparative Analysis; Student Mobility; At Risk Students; Elementary School Students; Secondary School Students; Gender Differences; Racial Differences; African American Students; White Students; American Indians; Hispanic American Students + Suchen Sie Ihr Suchwort? Bundesrecht; Choice of school; Schulwahl; Leseleistung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Sekundarschüler; Geschlechterkonflikt; Rassenunterschied; African Americans; Afroamerikaner; American Indian; Indianer; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	This paper empirically examines the underlying premise of the No Child Left Behind (NCLB) school choice provision that students will perform better when they are given the opportunity to transfer from persistently low-performing schools to higher performing schools. We focus on students who move from schools that must offer choice under NCLB in a western state to public schools that can accept transfer students to determine if these students attain higher growth rates in mathematics and reading achievement than students who stay in schools that must offer choice. Using data from the Northwest Evaluation Association and cross-classified random effects growth models, we find that students who make the NCLB policy relevant move experience initial negative bumps in achievement levels that are not compensated for with the small boost in achievement growth in the higher quality school over an academic year. Additionally, students who opt to not make the NCLB choice move have faster achievement growth rates than students who make the policy relevant move. Based on our results, the compensatory goals of the NCLB school choice policy does not appear to work as intended in the western state we analyze. Three appendices are included: (1) Student Descriptive Statistics, Reading; (2) Student Descriptive Statistics, Reading Propensity Score Sample; and (3) Cross-Classified Random Effects Model of Reading Achievement Growth for Students. (Contains 3 figures and 7 tables.) (As Provided).
Anmerkungen	National Center on School Choice, Vanderbilt University. Box 459 GPC, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-8107; Fax: 615-322-8828; Web site: http://www.vanderbilt.edu/schoolchoice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10