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ERIC Number: ED528959
Record Type: Non-Journal
Publication Date: 2011-Dec
Pages: 18
Abstractor: As Provided
Reference Count: N/A
The Accountability Plateau
Schneider, Mark
Thomas B. Fordham Institute
With the tenth anniversary of No Child Left Behind (NCLB) fast approaching, that law's legacy continues to be fiercely contested. This new analysis of National Assessment of Educational Progress scores--focusing on Texas and on the entire nation--by former National Center for Education Statistics commissioner Mark Schneider finds that solid gains in math achievement coincided with the advent of "consequential accountability," first in the trailblazing Lone Star State and a few other pioneer states, then across the land with the implementation of NCLB. But Schneider warns that the recent plateau in Texas math scores may foreshadow a coming stagnation in the country's performance. Has the testing-and-accountability movement as we know it run out of steam? How else might we rekindle our nation's education progress? (Contains 12 figures and 8 footnotes.) [Foreword by Chester E. Finn, Jr. and Michael J. Petrilli.]
Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Thomas B. Fordham Institute
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress