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.

We Are the 5%

2012 ◽  
Vol 41 (7) ◽  
pp. 243-251 ◽  
Author(s):  
Andrew McEachin ◽  
Morgan S. Polikoff
Keyword(s):  
No Child Left Behind ◽  
Adequate Yearly Progress ◽  
School Level ◽  
Elementary And Secondary Education ◽  
Identification Schemes ◽  
Left Behind ◽  
Accountability System ◽  
Level Data ◽  
Education Act ◽  
The Stability

This article uses data from California to analyze the results of the proposed accountability system in the Senate’s Harkin-Enzi draft Elementary and Secondary Education Act reauthorization. The authors analyze existing statewide school-level data from California, applying the accountability criteria proposed in the draft law. Comparing the proposed system to the No Child Left Behind Act’s Adequate Yearly Progress provisions, they draw conclusions about the stability of the proposed identification schemes and the types of schools likely to be identified. They conclude with several policy recommendations that could be easily incorporated into the law, based on their analysis and the existing literature.

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.

scholarly journals The Impact of No Child Left Behind on Students, Teachers, and Schools

2010 ◽  
Vol 2010 (2) ◽  
pp. 149-194 ◽  
Author(s):  
Thomas S. Dee ◽  
Brian A. Jacob
Keyword(s):  
No Child Left Behind ◽  
Left Behind ◽  
The Impact

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.

The impact of a time target on older patients attending the emergency department

2010 ◽  
Vol 27 (Suppl 1) ◽  
pp. A2.1-A2
Author(s):  
Sue Mason
Keyword(s):  
Emergency Department ◽  
Older Patients ◽  
Age Groups ◽  
Unintended Consequences ◽  
Older Patient ◽  
Younger Patients ◽  
Patient Level ◽  
Level Data ◽  
Younger Age ◽  
The Impact

IntroductionThe 4 h emergency standard for English acute trusts was introduced in 2003 and became full established by 2008 at 98% for all Emergency Department (ED) patients to be seen and discharged. This study examined the impact of the target for older patients attending departments.MethodsRoutine patient level data was received from 15 English EDs representing 774 095 individual patient attendances during May and June for 2003 to 2006. The data were used to determine the distribution of the total time spent in the EDs. Attendances were compared for older patients (65 years and above) with younger age groups.ResultsA total of 145 596 attendances were for patients aged 65+ years (18.9%). Across each year analysed, these older patients have a significantly longer median total time in the ED than those younger than 65 years (162 min vs 103 min, p<0.001). In addition, older patients are significantly more likely to leave the emergency department in the last 20 min prior to 4 h (12.4% vs 5.2% in those <65 years, p<0.001). This proportion is growing year on year in both the admitted and discharged categories of patients. Finally, older patients are significantly more likely to breach the 4-h than their younger counterparts (16.6% vs 6.3%, p<0.001).ConclusionsThere are some unintended consequences of introducing the 4 h target in UK emergency departments. While the target has reduced overall time in departments, the older patient appears to be disadvantaged relative to younger patients. Older patients are more likely to be ‘rushed through’ to other unmonitored areas of the hospital just prior to the target or to breach the target altogether. This finding calls in to question the benefits that the target is conveying for individual patients, and especially the most vulnerable in society.

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