The impact of no child left behind on student achievement
By: Thomas Dee, Brian Jacob.
Contributors: Jacob, Brian.; National Bureau of Economic Research.
Series: NBER working paper series -- working paper  15531; Working paper series (National Bureau of Economic Research : Online) -- working paper no.  2009.
Publisher: National Bureau of Economic Research
Published: 2009
Place of publication: Cambridge, MA
Language: eng
Format: Electronic resource
Description: "LIC "-//W3C//DTD HTML 4.01 Transitional//EN" "http://www.w3.org/TR/html4/loose.dtd">The Impact of No Child Left Behind on Student Achievement var djConfig = { parseOnLoad: true, isDebug: false };NATIONAL BUREAU OF ECONOMIC RESEARCH HOME PAGE The Impact of No Child Left Behind on Student AchievementUse a mirror (1393 K)Thomas Dee, Brian Jacob NBER Working Paper No.  15531*Issued in November 2009NBER Program(s): CH ED LS PEThe No Child Left Behind (NCLB) Act compelled states to design school-accountability systems based on annual student assessments.  The effect of this Federal legislation on the distribution of student achievement is a highly controversial but centrally important question.  This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state-level panel data on student test scores from the National Assessment of Educational Progress (NAEP).  The impact of NCLB is identified using a comparative interrupted time series analysis that relies on comparisons of the test-score changes across states that already had school-accountability policies in place prior to NCLB and those that did not.  Our results indicate that NCLB generated statistically significant increases in the average math performance of 4th graders (effect size = 0.22 by 2007) as well as improvements at the lower and top percentiles.  There is also evidence of improvements in 8th grade math achievement, particularly among traditionally low-achieving groups and at the lower percentiles.  However, we find no evidence that NCLB increased reading achievement in either 4th or 8th grade"--National Bureau of Economic Research web site.
Notes: Title from PDF file as viewed on 12/1/2009.

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