Which Students are Left Behind? The Racial Impacts of the No Child Left Behind Act. Working Paper

Autor/in	Krieg, John M.
Institution	Urban Institute
Titel	Which Students are Left Behind? The Racial Impacts of the No Child Left Behind Act. Working Paper
Quelle	(2009), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Racial Differences; Racial Bias; Sanctions; Federal Legislation; Academic Achievement; Mathematics Tests; Grade 4; Educational Resources; Educational Legislation; High Stakes Tests; State Standards; Grade 3; Mathematics Achievement; Achievement Gains; Elementary School Students; Public Schools; African American Students; White Students; Hispanic American Students; Asian American Students; English (Second Language); American Indians; Socioeconomic Status; Washington; Iowa Tests of Basic Skills; Washington Assessment of Student Learning + Suchen Sie Ihr Suchwort? Rassenunterschied; Racial discrimination; Rassismus; Sanction; Sanktion; Bundesrecht; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; Bildungsmittel; Bildungsrecht; Schulgesetz; School year 03; 3. Schuljahr; Schuljahr 03; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Public school; Öffentliche Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; English as second language; English; Second Language; Englisch als Zweitsprache; American Indian; Indianer; Socio-economic status; Sozioökonomischer Status
Abstract	The No Child Left Behind Act imposes sanctions on schools if the fraction of each of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students most likely to demonstrate proficiency towards those who are marginally below proficient. Using statewide observations of 3rd and 4th grade math tests, this paper demonstrates that students of successful racial groups at schools likely to be sanctioned gain less academically over their subsequent test year than comparable peers at passing schools. This effect is stronger at schools more likely to suffer from NCLB sanctions and is robust to nonrandom sample selection. (Contains 6 tables, 13 notes, and a bibliography.) [Paper presented at the NCLB: Emerging Findings Research Conference at the Urban Institute, Washington, D.C., Aug 12, 2009.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10