The No Child Left behind Act, Adequate Yearly Progress, and Students with Disabilities

2006 ◽  
Vol 38 (4) ◽  
pp. 32-39 ◽  
Author(s):  
Mitchell L. Yell ◽  
Antonis Katsiyannas ◽  
James G. Shiner
Keyword(s):  
No Child Left Behind ◽  
Students With Disabilities ◽  
Adequate Yearly Progress ◽  
Left Behind

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.

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.

Administrative Perspectives on the No Child Left behind Act (NCLBA) for Students with Disabilities in Rural Settings

2005 ◽  
Vol 24 (1) ◽  
pp. 27-31 ◽  
Author(s):  
Luann L. Purcell ◽  
Bill East ◽  
Harvey A. Rude
Keyword(s):  
Special Education ◽  
No Child Left Behind ◽  
Students With Disabilities ◽  
Service Providers ◽  
The State ◽  
Successful Implementation ◽  
Left Behind ◽  
Education Leaders ◽  
State And Local ◽  
The Impact

The impact of the federal No Child Left Behind Act (NCLBA) has provided a significant challenge and opportunity for administrators of special education services at the state and local levels. Leaders representing prominent professional organizations at both the state (National Association of State Directors of Special Education, Inc.) and local (Council of Administrators of Special Education, Inc.) education levels have identified advantages and barriers to successful implementation of the legal mandates. The most significant challenges for special education leaders and managers include: the requirements for adequate yearly progress for all learners, the provision of highly qualified special education service providers, and an adequate amount of attention devoted to all subgroups of learners. The unique difficulties for rural schools providing an appropriate education to all learners, including those with disabilities, are compounded by the effects of supplemental services, choice options, and the identification of adequate resources. The implications for the preparation of effective special education leaders and managers are identified within these parameters.

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.

Perceptions of Students and Educators on the Impact of No Child Left Behind: Some Will and Some Won't

2005 ◽  
Vol 24 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Nancy E. Harriman
Keyword(s):  
No Child Left Behind ◽  
Students With Disabilities ◽  
Community Involvement ◽  
Special Educators ◽  
Middle Level ◽  
Structured Interviews ◽  
Negative Effects ◽  
Left Behind ◽  
K 12 ◽  
The Impact

How do students and educators perceive the No Child Left Behind law and its impact? The author reports on structured interviews with 15 staff members K-12 and 37 middle level students in a small, northeastern coastal community. The responses of students included three themes: fairness to subgroups, student effort and self-determination, and apprehensions about changing schools. Issues identified by teachers, special educators and administrators included: desirable effects of accountability; concerns about fairness to students with disabilities and diverse learning needs; conflicts between state and federal requirements; and negative effects on teaching, learning and allocation of resources. Most respondents recommended that the law be amended to achieve the original intent. Of particular relevance to special educators in small or rural schools is the overall challenge identified by educators of finding time to balance the often apparently competing demands of existing initiatives such as individualized instruction, curriculum of place, community involvement, and development of functional skills, with the additional bureaucratic and assessment related demands required by No Child Left Behind.

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.

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