138 of 180 Connecticut High Schools Achieve 'Adequate Yearly Progress' Under Federal "No Child Left Behind": More Students Take CAPT in 2004; Performance Increases in all Subject Areas

2004 ◽  
Keyword(s):  
High Schools ◽  
No Child Left Behind ◽  
Adequate Yearly Progress ◽  
Left Behind ◽  
Subject Areas

Are NCLB’s Measures, Incentives, and Improvement Strategies the Right Ones for the Nation’s Low-Performing High Schools?

2007 ◽  
Vol 44 (3) ◽  
pp. 559-593 ◽  
Author(s):  
Robert Balfanz ◽  
Nettie Legters ◽  
Thomas C. West ◽  
Lisa M. Weber
Keyword(s):  
High Schools ◽  
No Child Left Behind ◽  
Adequate Yearly Progress ◽  
Regression Models ◽  
Logistic Regression Models ◽  
Left Behind ◽  
Improvement Strategies ◽  
State Report Card ◽  
The Right ◽  
Status Analysis

This article examines the extent to which adequate yearly progress (AYP) is a valid and reliable indicator of improvement in low-performing high schools. For a random subsample of 202 high schools, the authors investigate the school characteristics and the federal and state policy contexts that influence their AYP status. Logistic regression models reveal that the strongest predictors of AYP status in low-performing high schools are the number of student subgroups for which schools are accountable and their No Child Left Behind improvement status. Analysis of state report card data further paints a confusing landscape in which improving low-performing high schools are sanctioned whereas similar schools showing less improvement are not.

Has NCLB Encouraged Educational Triage? Accountability and the Distribution of Achievement Gains

2017 ◽  
Vol 12 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Dale Ballou ◽  
Matthew G. Springer
Keyword(s):  
No Child Left Behind ◽  
Mathematics Achievement ◽  
Adequate Yearly Progress ◽  
High Stakes ◽  
Achievement Gains ◽  
Left Behind ◽  
Before And After ◽  
Closing The Gap ◽  
Reasonable Prospect ◽  
Identification Strategy

The No Child Left Behind Act (NCLB) has been criticized for encouraging schools to neglect students whose performance exceeds the proficiency threshold or lies so far below it that there is no reasonable prospect of closing the gap during the current year. We examine this hypothesis using longitudinal data from 2002–03 through 2005–06. Our identification strategy relies on the fact that as NCLB was phased in, states had some latitude in designating which grades were to count for purposes of a school making adequate yearly progress. We compare the mathematics achievement distribution in a grade before and after it became a high-stakes grade. We find in general no evidence that gains were concentrated on students near the proficiency standard at the expense of students scoring much lower, though there are inconsistent signs of a trade-off with students at the upper end of the distribution.

scholarly journals Unscheduled School Closings and Student Performance

2008 ◽  
Vol 3 (3) ◽  
pp. 316-338 ◽  
Author(s):  
Dave E. Marcotte ◽  
Steven W. Hemelt
Keyword(s):  
No Child Left Behind ◽  
Student Performance ◽  
Adequate Yearly Progress ◽  
Early Spring ◽  
Late Winter ◽  
School Closings ◽  
Left Behind ◽  
Instruction Time ◽  
Reading And Math ◽  
Using Data

Do students perform better on statewide assessments in years in which they have more school days to prepare? We explore this question using data on math and reading assessments taken by students in the third, fifth, and eighth grades since 1994 in Maryland. Our identification strategy is rooted in the fact that tests are administered on the same day(s) statewide in late winter or early spring, so any unscheduled closings due to snow reduce instruction time and are not made up until after the exams are over. We estimate that in academic years with an average number of unscheduled closures (five), the number of third graders performing satisfactorily on state reading and math assessments within a school is nearly 3 percent lower than in years with no school closings. The impacts of closure are smaller for students in fifth and eighth grades. Combining our estimates with actual patterns of unscheduled closings in the last three years, we find that more than half of schools failing to make adequate yearly progress (AYP) in third-grade math or reading, required under No Child Left Behind, would have met AYP if schools had been open on all scheduled days.

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 How Feasible is Adequate Yearly Progress (AYP)? Simulations of School AYP "Uniform Averaging" and "Safe Harbor" under the No Child Left Behind Act

2004 ◽  
Vol 12 ◽  
pp. 14 ◽  
Author(s):  
Jaekyung Lee
Keyword(s):  
No Child Left Behind ◽  
School Performance ◽  
Adequate Yearly Progress ◽  
School Failure ◽  
Performance Data ◽  
Safe Harbor ◽  
Student Groups ◽  
Left Behind ◽  
The Past ◽  
Accountability System

The No Child Left Behind Act of 2001 (NCLB) requires that schools make “adequate yearly progress” (AYP) towards the goal of having 100 percent of their students become proficient by year 2013-14. Through simulation analyses of Maine and Kentucky school performance data collected during the 1990s, this study investigates how feasible schools would have met the AYP targets if the mandate had been applied in the past with “uniform averaging (rolling averages)” and “safe harbor” options that have potential to help reduce the number of schools needing improvement or corrective action. Contrary to some expectations, the applications of both options would do little to reduce the risk of massive school failure due to unreasonably high AYP targets for all student groups. Implications of the results for the NCLB school accountability system and possible ways to make the current AYP more feasible and fair are discussed.

No Child Left behind and Students with Disabilities in Rural and Small Schools

2005 ◽  
Vol 24 (1) ◽  
pp. 32-39 ◽  
Author(s):  
Margaret J. Mclaughlin ◽  
Sandra Embler ◽  
Glenda Hernandez ◽  
Elizabeth Caron
Keyword(s):  
Academic Achievement ◽  
No Child Left Behind ◽  
Service Delivery ◽  
Students With Disabilities ◽  
Rural Schools ◽  
Adequate Yearly Progress ◽  
Small Schools ◽  
Left Behind ◽  
Small Rural Schools ◽  
Better Than

The recently enacted No Child Left Behind Act (2001) places unprecedented pressure on schools to raise the academic achievement of all students. Through annual testing of students, schools are to use the results of these assessments to demonstrate that they are making adequate yearly progress (AYP). The provisions in No Child Left Behind (NCLB) apply to all states, districts, and schools equally, regardless of size or location. There are concerns, however, about applying the law's provisions in rural schools. Specifically, concerns surround the measurement of adequate yearly progress. In many rural schools, the number of students is small and this is especially true when disaggregating results for subgroups. The current study investigated the implementation of accountability reforms in rural schools and sought to identify schools that were experiencing better than expected results for students, especially students with disabilities. Findings indicate that validly measuring AYP in small rural schools is especially problematic given the small number of students in the subgroup, volatility in year to year scores, and changes in service delivery policies. Implications for accountability and policy are discussed.

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