Unintended Consequences: No Child Left Behind and the Allocation of School Leaders

2010 ◽  
Author(s):  
Danielle Li
Keyword(s):  
No Child Left Behind ◽  
School Leaders ◽  
Unintended Consequences ◽  
Left Behind

School Accountability

2018 ◽  
pp. 520-550
Author(s):  
Morgan Polikoff ◽  
Shira Korn
Keyword(s):  
No Child Left Behind ◽  
The United States ◽  
School Accountability ◽  
Unintended Consequences ◽  
Accountability Systems ◽  
Left Behind ◽  
Policy Choices ◽  
Accountability Policy ◽  
Improve Student Achievement ◽  
Every Student Succeeds Act

This chapter summarizes the history and effects of standards-based school accountability in the United States and offers suggestions for accountability policy moving forward. It analyzes standards-based accountability in both the No Child Left Behind Act and the Every Student Succeeds Act, and discusses the effects of accountability systems. The authors argue that school accountability systems can improve student achievement, but that unintended consequences are possible. How accountability systems are designed—the metrics and measures used and the consequences for performance—has both symbolic and practical implications for the efficacy of the system and the individuals affected. Synthesizing what is known about the design of school accountability systems, the authors propose policy choices that can improve the validity, reliability, transparency, and fairness of these systems.

Adequate (or Adipose?) Yearly Progress: Assessing the Effect of “No Child Left Behind” on Children's Obesity

2017 ◽  
Vol 12 (1) ◽  
pp. 54-76 ◽  
Author(s):  
Patricia M. Anderson ◽  
Kristin F. Butcher ◽  
Diane Whitmore Schanzenbach
Keyword(s):  
No Child Left Behind ◽  
Adequate Yearly Progress ◽  
Unintended Consequences ◽  
School Level ◽  
Left Behind ◽  
Percentage Points ◽  
Passing Rate ◽  
Level Data ◽  
Weight Outcomes ◽  
The Impact

This paper investigates how accountability pressures under No Child Left Behind (NCLB) may have affected students’ rate of overweight. Schools facing pressure to improve academic outcomes may reallocate their efforts in ways that have unintended consequences for children's health. To examine the impact of school accountability, we create a unique panel dataset containing school-level data on test scores and students’ weight outcomes from schools in Arkansas. We code schools as facing accountability pressures if they are on the margin of making Adequate Yearly Progress, measured by whether the school's minimum-scoring subgroup had a passing rate within 5 percentage points of the threshold. We find evidence of small effects of accountability pressures on the percent of students at a school who are overweight. This finding is little changed if we controlled for the school's lagged rate of overweight, or use alternative ways to identify schools facing NCLB pressure.

scholarly journals Accountability as a Design for Teacher Learning: Sensemaking About Mathematics and Equity in the NCLB Era

2016 ◽  
Vol 53 (3) ◽  
pp. 382-408 ◽  
Author(s):  
Ilana Seidel Horn
Keyword(s):  
No Child Left Behind ◽  
Teacher Learning ◽  
Educational Inequality ◽  
Unintended Consequences ◽  
Learning Design ◽  
Left Behind ◽  
Accountability Policy ◽  
Urban Educators ◽  
Design Perspective

Using a learning design perspective on No Child Left Behind (NCLB), I examine how accountability policy shaped urban educators’ instructional sensemaking. Focusing on the role of policy-rooted classifications, I examine conversations from a middle school mathematics teacher team as a “best case” because they worked diligently to comply with the NCLB. Using discourse analysis, I identify instances of torque in their conversations: when educators’ compliance with accountability logics pulled them away from humanistic goals of education in ways that stood to exacerbate existing educational inequality. This article contributes to documentation on unintended consequences of accountability policies while identifying features that contribute to torque.

scholarly journals The No Child Left Behind Act and the legacy of federal aid to education.

2005 ◽  
Vol 13 ◽  
pp. 24 ◽  
Author(s):  
Lee W. Anderson
Keyword(s):  
No Child Left Behind ◽  
Public School ◽  
Unintended Consequences ◽  
School Systems ◽  
Federal Aid ◽  
High Stakes ◽  
Public School Systems ◽  
Left Behind ◽  
The Past

The No Child Left Behind Act of 2001 (NCLB) builds on a tradition of gradually increasing federal involvement in the nation's public school systems. NCLB both resembles and differs from earlier federal education laws. Over the past five decades, conservatives in Congress softened their objections to the principle of federal aid to schools and liberals downplayed fears about the unintended consequences of increased federal involvement. The belief in limited federal involvement in education has been replaced by the presumption by many legislators that past federal investments justify imposing high stakes accountability requirements on schools.

Hidden Benefits and Unintended Consequences of No Child Left Behind Policies for Students Who Are Deaf or Hard of Hearing

2007 ◽  
Vol 44 (3) ◽  
pp. 460-492 ◽  
Author(s):  
Stephanie W. Cawthon
Keyword(s):  
English Language Learners ◽  
No Child Left Behind ◽  
Students With Disabilities ◽  
Language Learners ◽  
Hard Of Hearing ◽  
English Language ◽  
Unintended Consequences ◽  
High Stakes ◽  
Left Behind ◽  
The Impact

No Child Left Behind (NCLB) creates a high-stakes environment by holding schools accountable for how all students perform on state assessments, including students with disabilities and students who are English Language Learners. The focus of this article is on the impact of NCLB on students who are deaf or hard of hearing (SDHH). The SDHH have diverse linguistic characteristics and are served in a range of educational settings. The purpose of this article is to explore the hidden benefits and consequences of NCLB policy on SDHH in two areas: assessment and accountability. Drawing on findings from the author’s program of research, the article illustrates areas where policy may differentially affect students depending on their state of residence and educational setting. The discussion ends with a summary of benefits and hidden consequences of NCLB for SDHH.

scholarly journals Retaining Science Teachers in Rural School Districts: Examining the Unintended Consequences of the No Child Left Behind Act

2017 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
James R Harrington
Keyword(s):  
No Child Left Behind ◽  
School Districts ◽  
Science Teachers ◽  
Urban Areas ◽  
Empirical Studies ◽  
Rural School ◽  
Unintended Consequences ◽  
Rural School Districts ◽  
Left Behind ◽  
The Impact

Previous case studies find that rural school districts have been struggling to recruit and retain high quality teachers after the implementation of the No Child Left Behind Act (NCLB). Scholars and practitioners argue this labor market problem is even more dire in hard-to-recruit subject areas such as science and mathematics. While there is ample antidotal evidence, there is still no empirical studies that have leveraged a longitudinal dataset to estimate the impact of NCLB on teacher retention in rural school districts. To better examine the intended and unintended consequences of NCLB, this study leverages a longitudinal statewide panel dataset at the district level to examine the capability of rural school districts to recruit and retain science teachers. We find that rural school districts near metropolitan or micropolitan statistical areas employed fewer science teachers after the NCLB passage, while remote rural school districts did not experience a decline. This article highlights that rural school districts have differential effects on their ability to recruit and retain science teachers based on their proximity to urban areas.

A Close Look at No Child Left Behind

ASHA Leader ◽  
2004 ◽  
Vol 9 (17) ◽  
pp. 1-29
Author(s):  
Susan Boswell
Keyword(s):  
No Child Left Behind ◽  
Left Behind
Sign in / Sign up

Export Citation Format

Share Document