ERIC Number: EJ722909
Record Type: Journal
Publication Date: 2005-Dec
Reference Count: 6
The Effects of State Decisions about NCLB Adequate Yearly Progress Targets
Porter, Andrew C.; Linn, Robert L.; Trimble, C. Scott
Educational Measurement: Issues and Practice, v24 n4 p32-39 Dec 2005
The No Child Left Behind Act allows states to vary (a) the trajectories they select to move from the baseline percent proficient or above in 2002 to the 100% proficient goal in 2014, (b) the minimum number of students required for reporting of disaggregated subgroup results, and (c) whether or not they will use confidence intervals when determining whether or not an annual measurable objective has been met. We use data from Kentucky for the years 2003 and 2004 to explore the consequences of different design decisions. The effect of design decisions on number and percentage of schools meeting adequate yearly progress (AYP) is large, with important implications for education practice.
Descriptors: Federal Legislation, Educational Improvement, Educational Policy, State Legislation, Program Effectiveness, Educational Objectives, State Standards, Academic Achievement
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Kentucky
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001