Performance Effects of Failure to Make Adequate Yearly Progress (AYP): Evidence from a Regression Discontinuity Framework

Autor/in	Hemelt, Steven W.
Titel	Performance Effects of Failure to Make Adequate Yearly Progress (AYP): Evidence from a Regression Discontinuity Framework
Quelle	In: Economics of Education Review, 30 (2011) 4, S.702-723 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.02.009
Schlagwörter	Federal Legislation; Educational Improvement; Federal Programs; Educational Indicators; Accountability; Mathematics Achievement; Reading Achievement; Middle School Students; Elementary School Students; Comparative Analysis; Program Effectiveness; Student Evaluation; School Effectiveness; Maryland + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Verantwortung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulnote; Studentische Bewertung; Schuleffizienz
Abstract	As the No Child Left Behind (NCLB) law moves through the reauthorization process, it is important to understand the basic performance impacts of its central structure of accountability. In this paper, I examine the effects of failure to make Adequate Yearly Progress (AYP) under NCLB on subsequent student math and reading performance at the school level. Using panel data on Maryland elementary and middle schools from 2003 to 2009, I find that the scope of failure matters: Academic performance suffers in the short run in response to school-wide failure. However, schools that meet achievement targets for the aggregate student group, yet fail to meet at least one demographic subgroup's target see between 3 and 6 percent more students in the failing subgroup score proficiently the following year, compared to if no accountability pressure were in place. I discuss alternative interpretations and policy implications of the main findings. (Contains 7 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10