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ERIC Number: ED509553
Record Type: Non-Journal
Publication Date: 2007-Nov
Pages: 48
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: N/A
An Empirical Investigation of the No Child Left Behind School Choice Policy on Academic Achievement
Nicotera, Anna; Teasley, Bettie; Berends, Mark
National Center on School Choice, Vanderbilt University (NJ3)
This paper empirically examines the underlying premise of the No Child Left Behind (NCLB) school choice provision that students will perform better when they are given the opportunity to transfer from persistently low-performing schools to higher performing schools. We focus on students who move from schools that must offer choice under NCLB in a western state to public schools that can accept transfer students to determine if these students attain higher growth rates in mathematics and reading achievement than students who stay in schools that must offer choice. Using data from the Northwest Evaluation Association and cross-classified random effects growth models, we find that students who make the NCLB policy relevant move experience initial negative bumps in achievement levels that are not compensated for with the small boost in achievement growth in the higher quality school over an academic year. Additionally, students who opt to not make the NCLB choice move have faster achievement growth rates than students who make the policy relevant move. Based on our results, the compensatory goals of the NCLB school choice policy does not appear to work as intended in the western state we analyze. Three appendices are included: (1) Student Descriptive Statistics, Reading; (2) Student Descriptive Statistics, Reading Propensity Score Sample; and (3) Cross-Classified Random Effects Model of Reading Achievement Growth for Students. (Contains 3 figures and 7 tables.)
National Center on School Choice, Vanderbilt University. Box 459 GPC, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-8107; Fax: 615-322-8828; Web site: http://www.vanderbilt.edu/schoolchoice
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 10; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: Vanderbilt University, National Center on School Choice; Institute of Education Sciences (ED)
Authoring Institution: Vanderbilt University, National Center on School Choice
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001