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ERIC Number: ED508278
Record Type: Non-Journal
Publication Date: 2009
Pages: 34
Abstractor: As Provided
Reference Count: N/A
Which Students are Left Behind? The Racial Impacts of the No Child Left Behind Act. Working Paper
Krieg, John M.
Urban Institute (NJ1)
The No Child Left Behind Act imposes sanctions on schools if the fraction of each of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students most likely to demonstrate proficiency towards those who are marginally below proficient. Using statewide observations of 3rd and 4th grade math tests, this paper demonstrates that students of successful racial groups at schools likely to be sanctioned gain less academically over their subsequent test year than comparable peers at passing schools. This effect is stronger at schools more likely to suffer from NCLB sanctions and is robust to nonrandom sample selection. (Contains 6 tables, 13 notes, and a bibliography.) [Paper presented at the NCLB: Emerging Findings Research Conference at the Urban Institute, Washington, D.C., Aug 12, 2009.]
Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: Washington Educational Research Association, Vancouver.
Authoring Institution: Urban Institute
Identifiers - Location: Washington
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills; Washington Assessment of Student Learning