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Direct linkLauen, Douglas Lee; Gaddis, S. Michael – Educational Evaluation and Policy Analysis, 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…
Descriptors: Accountability, Academic Standards, Mathematics Achievement, High Achievement
