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Achievement Trade-Offs and No Child Left Behind

Abstract

This project sought to quantify the frequency and magnitude of the achievement trade-offs occurring under NCLB in the context of the act’s overall effects. Four questions were addressed: (1) Since the enactment of NCLB, have schools raised the achievement of low-performing students? (2) To what extent has this been accompanied by lower achievement of more advanced students (and possibly of students who are far behind)? (3) Is there evidence of enhanced efficiency under NCLB? (4) Do the answers to these questions change when the analysis is based on longitudinal student-level data as opposed to the information made public in school report cards, as required by NCLB?

Project activities consisted of statistical analysis of student achievement data. Two sources of data were employed: school report cards published by state Departments of Education in compliance with NCLB; and longitudinal student-level data furnished to the researchers by Northwest Evaluation Associates, comprising information on more than two million students in over 700 districts. On the basis of this analysis, we  prepared several scholarly papers as well as more accessible policy briefs for a wider audience, describing the impact of NCLB on student achievement.

 

Achievement Trade-Offs and No Child Left Behind

The Influence of an NCLB Accountability Plan

Accountability Incentives: Do Failing Schools Practice Educational Triage?

Accountability Incentives: Do Schools Practice Educational Triage?

Has NCLB Set Back Science and Social Studies?

Achievement Trade-Offs and NCLB