Which Students Are Left behind? The Racial Impacts of the No Child Left Behind Act

Autor/in	Krieg, John M.
Titel	Which Students Are Left behind? The Racial Impacts of the No Child Left Behind Act
Quelle	In: Economics of Education Review, 30 (2011) 4, S.654-664 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.02.004
Schlagwörter	Federal Legislation; Educational Legislation; Sanctions; Race; Academic Achievement; High Stakes Tests; Mathematics Tests; Grade 3; Grade 4; Comparative Analysis + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Sanction; Sanktion; Rasse; Abstammung; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	The No Child Left Behind Act imposes sanctions on schools if the fraction of any 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 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 corrections for non-random sample selection. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10