Student Achievement and Efficiency in Missouri Schools and the No Child Left Behind Act

Autor/inn/en	Primont, Diane F.; Domazlicky, Bruce
Titel	Student Achievement and Efficiency in Missouri Schools and the No Child Left Behind Act
Quelle	In: Economics of Education Review, 25 (2006) 1, S.77-90 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2004.11.002
Schlagwörter	Federal Legislation; Academic Achievement; School Effectiveness; Performance Based Assessment; Efficiency; Missouri + Suchen Sie Ihr Suchwort? Bundesrecht; Schulleistung; Schuleffizienz; Leistungsermittlung; Effectiveness; Effektivität; Wirkungsgrad
Abstract	The 2001 No Child Left Behind Act requires that schools make ''annual yearly progress'' in raising student achievement, or face possible sanctions. The No Child Left Behind Act places added emphasis on test scores, such as scores from the Missouri Assessment Program (MAP), to evaluate the performance of schools. In this paper, we investigate school performance in Missouri by measuring the efficiency with which schools provide their education services using a two-stage data envelopment analysis (DEA) approach. We simulate the effects of two sanctions (school transfer, and supplemental tutoring services) under the No Child Left Behind Act on the performance of failing schools. We find that the two sanctions differ in their impact on the failing school districts' managerial efficiency. If student performance improves as a result of the sanctions, the transfer of students sanction is more likely to improve managerial efficiency than is the tutoring services sanction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10