The Impact of No Child Left Behind Public School Choice on Student Mobility and Achievement
The Impact of No Child Left Behind Public School Choice on Student Mobility and Achievement

Author: Anna Nicotera

Publisher:

Published: 2014

Total Pages: 106

ISBN-13:

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The purpose of this dissertation is to evaluate the public school choice provision of the federal 2001 No Child Left Behind Act (NCLB), a policy that widened the availability of public school choice options in the United States by permitting students who attended low-performing schools in need of improvement the option to move to a higher performing public school in the district. This dissertation uses seven years of longitudinal student-level data and school fixed-effects models to examine whether there was within school variation for schools that switched NCLB public school in student intra-district mobility, the characteristics of schools selected, and student performance. Findings from the three research questions suggest that the NCLB public school choice policy had the intended impact of increasing intra-district mobility and changing patterns in terms of the types of schools students selected. However, for schools in the sample, it does not appear that NCLB public school choice had the intended effect of increasing academic gains in math or reading for students who transferred when their schools offered federal school choice options. The results from this dissertation are consistent with previous research on the impact of NCLB public school choice. The federal school choice policy resulted in slightly more intra-district mobility and students selected higher performing schools, but the impact of NCLB public school choice on student performance gains was indiscernible.

No Child Left Behind and the Reduction of the Achievement Gap
No Child Left Behind and the Reduction of the Achievement Gap

Author: Alan R. Sadovnik

Publisher: Routledge

Published: 2013-10-11

Total Pages: 421

ISBN-13: 1135916888

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This monumental collection presents the first-ever sociological analysis of the No Child Left Behind Act and its effects on children, teachers, parents, and schools. More importantly, these leading sociologists consider whether NLCB can or will accomplish its major goal: to eliminate the achievement gap by 2014. Based on theoretical and empirical research, the essays examine the history of federal educational policy and place NCLB in a larger sociological and historical context. Taking up a number of policy areas affected by the law—including accountability and assessment, curriculum and instruction, teacher quality, parental involvement, school choice and urban education—this book examines the effects of NCLB on different groups of students and schools and the ways in which school organization and structure affect achievement. No Child Left Behind concludes with a discussion of the important contributions of sociological research and sociological analysis integral to understanding the limits and possibilities of the law to reduce the achievement gap.

No Child Left Behind and other Federal Programs for Urban School Districts
No Child Left Behind and other Federal Programs for Urban School Districts

Author: Frank Brown

Publisher: Emerald Group Publishing

Published: 2006-07-04

Total Pages: 395

ISBN-13: 0762312998

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The No Child Left Behind (NCLB) Act is designed to close the achievement gap between disadvantaged and disadvantaged children through its Title I program. This book explores models to achieve equity in Title I schools; and defines what is required of states in Title I schools. It examines how each state implements NCLB accountability standards.

State and Local Implementation of the "No Child Left Behind Act." Volume I
State and Local Implementation of the

Author: Ron Zimmer

Publisher:

Published: 2007

Total Pages: 62

ISBN-13:

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This report presents findings about the relationship between participation in the Title I school choice and supplemental educational services options and student achievement from the National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB"). A key component of the "No Child Left Behind Act of 2001" ("NCLB") was to provide options to parents whose children had been attending Title I schools identified for improvement, corrective action, or restructuring due to failure to achieve adequate yearly progress toward meeting state standards for two or more years. Under "NCLB," parents have the option of: (1) transferring their children to another school in the district that is not in need of improvement; or (2) enrolling their children in supplemental education services (e.g., tutoring, remediation, or other academic instruction) in addition to instruction provided during the school day. This study used data from nine large, urban school districts to examine the characteristics of students participating in the two options and the resulting impact on student achievement. The study found the following: that participation was highest in elementary grades; that African-American students had the highest participation rates of all racial and ethnic groups; that participating students had lower achievement levels than eligible but nonparticipating students; that students who transferred tended to transfer to higher-achieving, racially balanced schools; and that there was no statistically significant (positive or negative) effect on achievement among students participating in the two options. In sum, although participation rates were not high, the users of the two Title I parental options came from the disadvantaged populations that "NCLB" is intended to target. Appendix A provides a description of the nine-district data set. Appendix B presents the full results of the alternative analyses of the school choice option, comparing achievement gains of current and future choosers. Appendix C presents a meta-analysis of effects of Title I school choice and supplemental educational services. The information in this report was provided through the congressionally mandated National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB"), which was conducted by the RAND Corporation and the American Institutes for Research. (Contains 23 exhibits.) [This report was prepared for Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development, US Department of Education.].

Reauthorizing No Child Left Behind
Reauthorizing No Child Left Behind

Author: Brian M. Stecher

Publisher: Rand Corporation

Published: 2010-04-08

Total Pages: 97

ISBN-13: 0833049852

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Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. The authors recommend more-uniform state academic standards and teacher requirements and broader measures of student learning, including more subjects and tests of higher-thinking and problem-solving skills.

Many Children Left Behind
Many Children Left Behind

Author: Deborah Meier

Publisher: Beacon Press

Published: 2004-09-29

Total Pages: 117

ISBN-13: 0807004596

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Signed into law in 2002, the federal No Child Left Behind Act (NCLB) promised to revolutionize American public education. Originally supported by a bipartisan coalition, it purports to improve public schools by enforcing a system of standards and accountability through high-stakes testing. Many people supported it originally, despite doubts, because of its promise especially to improve the way schools serve poor children. By making federal funding contingent on accepting a system of tests and sanctions, it is radically affecting the life of schools around the country. But, argue the authors of this citizen's guide to the most important political issue in education, far from improving public schools and increasing the ability of the system to serve poor and minority children, the law is doing exactly the opposite. Here some of our most prominent, respected voices in education-including school innovator Deborah Meier, education activist Alfie Kohn, and founder of the Coalition of Essential Schools Theodore R. Sizer-come together to show us how, point by point, NCLB undermines the things it claims to improve: * How NCLB punishes rather than helps poor and minority kids and their schools * How NCLB helps further an agenda of privatization and an attack on public schools * How the focus on testing and test preparation dumbs down classrooms * And they put forward a richly articulated vision of alternatives. Educators and parents around the country are feeling the harshly counterproductive effects of NCLB. This book is an essential guide to understanding what's wrong and where we should go from here.

Student Achievement and Public School Choice Mandate of No Child Left Behind Act
Student Achievement and Public School Choice Mandate of No Child Left Behind Act

Author: Denise Duncan Hall

Publisher:

Published: 2010

Total Pages:

ISBN-13:

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ABSTRACT: Choice is generally seen as a fundamental component of life in America. It comes as no surprise that over time many parents and politicians feel this privilege should also apply to the educational setting. Over the past 15 to 20 years, a great deal of research has been devoted to choice, focused primarily on methodology and ideology, as well as why and how parents choose their students' schools. But the research on the choice as it relates to educational outcomes has been sparse and inconclusive (Bell, 2009; Broccolichi & van Zanten, 2000; Densessen, Driessena, & Sleegers, 2005; Kleitz, Weiher, Tedin & Matland, 2000; Howell, 2006; Raveaud & van Zanten, 2007; Saporito, 2009; Tedin & Weiher, 2004; Theobald, 2005; Wolf, 2008). This dissertation examines the academic outcomes of students eligible for Florida's Opportunity Scholarship Program under the choice provision of the No Child Left Behind Act. The purpose of this study was to examine if differences exist between 10th grade achievement in reading and mathematics in a large urban school district for those students leaving their failing neighborhood school to attend an Opportunity Scholarship Program (OSP) school as compared with those who stayed at their neighborhood school. The study also attempted to identify the variation of supplemental academic services for students enrolled in both the challenged neighborhood schools and the opportunity scholarship schools as self-reported in each school's School Improvement Plan.