Left Behind by Design: Proficiency Counts and Test-Based Accountability
نویسندگان
چکیده
منابع مشابه
Left behind by Design: Proficiency Counts and Test-based Accountability
We show that within the Chicago Public Schools, both the introduction of NCLB in 2002 and the introduction of similar district-level reforms in 1996 generated noteworthy increases in reading and math scores among students in the middle of the achievement distribution but not among the least academically advantaged students. The stringency of proficiency requirements varied among the programs im...
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In John Godfrey Saxe’s famous poem The Blind Men and the Elephant, six men, all of whom are blind, disagree about what they are observing. One man argues that he is touching a wall; another, a snake; and the others, a spear, a tree trunk, a fan, and a rope, respectively. The moral of the story is straightforward. All of the men are in a sense correct in that they are accurately describing porti...
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Since the 1960s in the United States, developments in education policy have altered relationships between federal, state, and local overseers of the nation’s elementary and secondary schools. This paper examines the current state of those relationships, focusing in particular on the No Child Left Behind Act, which was passed in 2001 as the most ambitious federal effort to hold schools accountab...
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ژورنال
عنوان ژورنال: Review of Economics and Statistics
سال: 2010
ISSN: 0034-6535,1530-9142
DOI: 10.1162/rest.2010.12318