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ERIC Number: ED508250
Record Type: Non-Journal
Publication Date: 2009-Aug-12
Pages: 39
Abstractor: As Provided
Reference Count: 28
Leaving No Child Behind: Two Paths to School Accountability. Working Paper
Figlio, David N.; Rouse, Cecilia E.; Schlosser, Analia
Urban Institute (NJ1)
The relatively poor academic achievement of black and Hispanic students has been a national concern since the passage of the "Elementary Secondary and Education Act" in 1963. Frustrated with relatively slow progress in closing these educational gaps, the most recent reauthorization of the ESEA, the "No Children Left Behind Act of 2001" (NCLB) attempts to employ rigorous accountability standards to speed progress. At about the same time, Florida implemented a change in its A+ Plan for Education that focused on the educational gains of "low-performing" students. These two systems provide incentives for schools to concentrate differently on students even though they both ostensibly focus attention on similar sets of students--those most likely to be marginalized in public education. In this paper the authors study whether either of these accountability systems improved the academic outcomes of black, Hispanic and economically disadvantaged students in Florida. The authors find evidence that schools that are labeled as failing or near-failing in Florida's system tend to boost performance of students in these subgroups, while schools presented with incentives under NCLB to improve subgroup performance appear to be much less likely to do so. However, Hispanics appear to benefit from the NCLB sub-grouping requirements if they attend schools with low accountability pressure under Florida's grading system. (Contains 8 tables, 3 figures and 25 footnotes.) [This paper was presented at the "NCLB: Emerging Findings Research Conference" at the Urban Institute, Washington, D.C. on August 12, 2009. Funding for this research was provided by the Atlantic Philanthropies.]
Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: Annie E. Casey Foundation; Smith Richardson Foundation; Spencer Foundation; Department of Education (ED); National Institutes of Health (DHHS)
Authoring Institution: Urban Institute
Identifiers - Location: Florida
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test
IES Cited: ED559916