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ERIC Number: EJ1089896
Record Type: Journal
Publication Date: 2016-Mar
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0162-3737
Accountability Pressure, Academic Standards, and Educational Triage
Lauen, Douglas Lee; Gaddis, S. Michael
Educational Evaluation and Policy Analysis, v38 n1 p127-147 Mar 2016
Despite common conceptions, evidence on whether No Child Left Behind (NCLB) has had adverse effects for low achieving students is mixed. We hypothesize that the incentive to shift attention away from the lowest achieving students increases with the rigor of state standards. Using panel data from students in North Carolina, we exploit two natural experiments: increases in the rigor of standards in math in 2006 and then again in reading in 2008. We report an increase in test score gaps between low and high achievers and students near grade level. Adverse effects on low achievers are largest in the lowest achieving schools. We discuss the policy implications of our findings given the widespread adoption of more rigorous Common Core Standards.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A