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ERIC Number: EJ963421
Record Type: Journal
Publication Date: 2012-Jun
Pages: 23
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0162-3737
Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources: State NAEP 1990-2009 Reading and Math Achievement Gaps and Trends
Lee, Jaekyung; Reeves, Todd
Educational Evaluation and Policy Analysis, v34 n2 p209-231 Jun 2012
This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990-2009 NAEP state assessment data. Through hierarchical linear modeling latent variable regression with inverse probability of treatment weighting, the study addresses pre-NCLB differences in state characteristics and trends to account for variations in post-NCLB gains. While the states' progress was uneven among different grades, subjects, and subgroups, NCLB did not yet evidence sustainable and generalizable high-stakes accountability policy effects. Improving average achievement as well as narrowing achievement gaps was associated with long-term statewide instructional capacity and teacher resources rather than short-term NCLB implementation fidelity, rigor of standards, and state agency's capacity for data tracking and intervention. (Contains 1 figure, 3 tables, and 12 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001