ERIC Number: EJ757581
Record Type: Journal
Publication Date: 2007-May
Reference Count: N/A
High-Flying Schools, Student Disadvantage, and the Logic of NCLB
Harris, Douglas N.
American Journal of Education, v113 n3 p367-394 May 2007
In debates about accountability, advocates often point to individual "high-flying" schools that achieve high test scores despite serving disadvantaged populations. Using a near-census of U.S. public schools, this new analysis considers the likelihood that schools become high flyers. The results suggest that of the more than 60,000 schools considered, low-poverty schools are 22 times more likely to reach consistently high academic achievement compared with high-poverty schools. Schools serving student populations that are both low poverty and low minority are 89 times more likely to be consistently high performing compared with high-poverty, high-minority schools. This does not mean that schools have no influence over student achievement, or that schools should be unaccountable, but that accountability systems need to have carefully defined objectives and measures of school progress. In addition, the results suggest the continued need to address home and community factors in the pursuit of educational equity.
Descriptors: Equal Education, Accountability, Academic Achievement, Federal Legislation, Educational Legislation, Scores, Achievement Tests, Disadvantaged Youth, High Achievement, Comparative Analysis, Poverty, Minority Groups, Student Diversity
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: email@example.com; Web site: http://www.journals.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Cited: ED558161; ED554442