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The Effects of NCLB on Student Perfo...

O'Brien, Rachel Hess.

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The Effects of NCLB on Student Performance in Virginia and New York City.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The Effects of NCLB on Student Performance in Virginia and New York City./
作者:	O'Brien, Rachel Hess.
面頁冊數:	191 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0539.
Contained By:	Dissertation Abstracts International72-02A.
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3437729
ISBN:	9781124390956

The Effects of NCLB on Student Performance in Virginia and New York City.
O'Brien, Rachel Hess.

The Effects of NCLB on Student Performance in Virginia and New York City. - 191 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0539.

Thesis (Ph.D.)--University of Virginia, 2010.

No Child Left Behind (NCLB), the most controversial federal education policy in recent memory, is currently up for reauthorization. Those who support the policy believe that it promotes student achievement. However, opponents of the policy believe that it actually hinders student performance. Given this extreme disagreement of opinions, the empirical evidence on the effects of the policy will be critical as policymakers decide how to revise it.

ISBN: 9781124390956Subjects--Topical Terms:

1669130
Education, Policy.

The Effects of NCLB on Student Performance in Virginia and New York City.
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245 1 4 $a The Effects of NCLB on Student Performance in Virginia and New York City.
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500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0539.
500 $a Adviser: James Wyckoff.
502 $a Thesis (Ph.D.)--University of Virginia, 2010.
520 $a No Child Left Behind (NCLB), the most controversial federal education policy in recent memory, is currently up for reauthorization. Those who support the policy believe that it promotes student achievement. However, opponents of the policy believe that it actually hinders student performance. Given this extreme disagreement of opinions, the empirical evidence on the effects of the policy will be critical as policymakers decide how to revise it.
520 $a I contribute to this research-base using data from Virginia and New York City. Although I also examine the overall effects of the policy, I focus on the distributional effects of NCLB. In particular, I examine how the effects of NCLB vary as a function of prior student and prior school performance in both high-stakes (reading and math) and low-stakes (science, history, and writing) subjects.
520 $a This research makes significant contributions to the extant literature. Most importantly, I add to the very limited evidence on the effects of school accountability on student performance in subjects other than reading and mathematics. Also, when examining how the effect of NCLB varies as a function of prior performance, I take a unique and comprehensive approach to categorizing schools and students.
520 $a My results (specifically, the more robust New York City results) suggest that NCLB often had the expected positive effects, as well as the some of the expected negative effects. On the positive side, the results suggest that the policy led to larger gains in reading for students in schools at marginal (fourth graders) or high risk (fourth and eighth graders) of failing the requirements of NCLB. Similarly, after the implementation of NCLB, low-performing and marginal students made significant progress towards closing the achievement gains gaps between themselves and high-performing students in both math and reading.
520 $a At the same time, NCLB also appears to have led to some relative declines in student performance. After the implementation of the policy, students in marginal and high-risk schools suffered relative to their peers in low-risk schools in history. Also, low-performing and marginal students lost ground relative to high-performing students in history.
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