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An Exploratory Analysis of Adequate Yearly Progress, Identification for Improvement, and Student Achievement in Two States and Three Cities

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Author Info

  • Brian Gill
  • J.R. Lockwood III
  • Francisco Martorell
  • Claude Messan Setodji
  • Kevin Booker
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    Abstract

    This report presents the results of exploratory quasi-experimental analyses that use a regression discontinuity design to examine the relationships between certain features of No Child Left Behind accountability and subsequent student achievement in Title I schools in two states and three school districts. Specifically, the report examines the effects of not making annual yearly progress (AYP) or of being identified for the first year of school improvement status (after missing AYP for two consecutive years). The study found some positive achievement impacts for schools that missed AYP, but not for schools that were identified for the first year of school improvement. Further, effects were not consistent across years and outcomes. Findings from two states and three cities cannot be generalized to produce a national estimate of program effects on student achievement.

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    File URL: http://www.ed.gov/rschstat/eval/disadv/rd-ayp/report.pdf
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    Bibliographic Info

    Paper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 6360.

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    Length: 60
    Date of creation: 30 Aug 2009
    Date of revision:
    Handle: RePEc:mpr:mprres:6360

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    Keywords: Student Achievement; Adequate Yearly Progress;

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    1. Rajashri Chakrabarti, 2008. "Impact of voucher design on public school performance: evidence from Florida and Milwaukee voucher programs," Staff Reports 315, Federal Reserve Bank of New York.
    2. Andrews, Martyn & Schank, Thorsten & Upward, Richard, 2004. "Practical estimation methods for linked employer-employee data," IAB Discussion Paper 200403, Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg [Institute for Employment Research, Nuremberg, Germany].
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