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ERIC Number: EJ962789
Record Type: Journal
Publication Date: 2012-Mar
Pages: 41
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0895-9048
Are More Stringent NCLB State Accountability Systems Associated with Better Student Outcomes? An Analysis of NAEP Results across States
Wei, Xin
Educational Policy, v26 n2 p268-308 Mar 2012
This study developed a comprehensive measure of the stringency level of NCLB states' accountability systems, including the strength of their annual measurable objectives, confidence intervals, performance indexing, retesting, minimum subgroup size, and the difficulty levels of proficiency standards. This study related accountability stringency in 2003 to student achievement and achievement gaps on NAEP math and reading tests from 2003 and 2005. The results were inconsistent across grades, subjects, and ethnic groups. An increase in accountability stringency, such as requiring faster progress, not allowing for retesting, and allowing a smaller minimum subgroup size were related to improved math achievement for fourth-grade Hispanic students. Not using confidence intervals was related to higher math and reading achievement for White and Hispanic students. However, accountability stringency did not have any positive effects and even negative effects on eighth-grade Black students. (Contains 9 tables and 2 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress