Changes in School Engagement as a Function of No Child Left Behind: A Comparative Interrupted Time Series Analysis

2018 ◽  
Vol 55 (4) ◽  
pp. 721-760 ◽  
Author(s):  
Anna J. Markowitz
Keyword(s):  
No Child Left Behind ◽  
Cross Sections ◽  
School Engagement ◽  
Interrupted Time Series ◽  
Well Being ◽  
Interrupted Time Series Analysis ◽  
Active Involvement ◽  
Left Behind ◽  
Using Data ◽  
Every Student Succeeds Act

After the adoption of No Child Left Behind (NCLB), a host of anecdotal evidence suggested that NCLB diminished students’ school engagement—a multidimensional construct that describes students’ active involvement and commitment to school and encompasses students’ thoughts, behaviors, and feelings about school. Using data from repeated cross-sections of the Children of the National Longitudinal Survey of Youth, this study draws on methodological innovations from research linking NCLB to academic outcomes to explore this possibility. Findings are suggestive of an immediate NCLB-based increase in engagement that diminished and ultimately became negative over time. Because engagement predicts both achievement and socio-emotional well-being, researchers and policymakers should work to ensure that the Every Student Succeeds Act facilitates accountability systems that promote engagement.

Ambush Killings of the Police, 1970–2018: A Longitudinal Examination of the “War on Cops” Debate

2020 ◽  
Vol 23 (4) ◽  
pp. 451-471
Author(s):  
Michael D. White
Keyword(s):  
International Association ◽  
Extended Period ◽  
Interrupted Time Series ◽  
Temporal Coding ◽  
Interrupted Time Series Analysis ◽  
High Profile ◽  
Chiefs Of Police ◽  
Recent Trends ◽  
Using Data ◽  
Definition Of

Over the last few years, there has been a series of high-profile, premeditated ambush attacks on police, which has led some to conclude there is a “war on cops.” Unfortunately, prior research has not examined the prevalence of police ambushes over an extended period of time, and the most recent study only analyzed the phenomenon through 2013. Moreover, the “war on cops” thesis implies a very specific motivation for an ambush: hatred of police or desire to seek vengeance in response to police killings of citizens. Prior research has not sufficiently explored the motivations of ambush attacks, or whether recent trends in ambushes are linked to a “war on cops” motive. I investigate ambush killings of police from 1970 to 2018 using data from the Officer Down Memorial Page in an attempt to address these research gaps. I apply a temporal coding scheme of when the attack occurred to isolate killings of police that are consistent with the International Association of Chiefs of Police definition of an ambush. Results from linear regression show that the annual rates of ambush killings of police have declined by more than 90% since 1970. Although ambushes spiked in 2016 and 2018 to the highest rates in 20 years, interrupted time series analysis indicates no statistically significant increase post-2013. Spikes have also occurred in nonambush killings since 2014. Police leaders and researchers should monitor trends in ambush and nonambush killings of police, as the recent spikes may presage the emergence of a chronic problem.

The Rhode to Turnaround: The Impact of Waivers to No Child Left Behind on School Performance

2017 ◽  
Vol 33 (4) ◽  
pp. 555-586 ◽  
Author(s):  
Shaun M. Dougherty ◽  
Jennie M. Weiner
Keyword(s):  
No Child Left Behind ◽  
Rhode Island ◽  
Student Mobility ◽  
Performance Measure ◽  
Fuzzy Regression ◽  
Continuous Performance ◽  
Left Behind ◽  
Fuzzy Regression Discontinuity Design ◽  
Using Data ◽  
The Impact

Using data from Rhode Island, and deploying a fuzzy regression-discontinuity design, this study capitalizes on a natural experiment in which schools, in accordance with the No Child Left Behind (NCLB) waivers, were sorted into performance categories based on a continuous performance measure. The lowest performing schools were then mandated to implement interventions. We find that schools implementing fewer interventions perform no differently than comparable schools without such requirements. Additionally, schools just required to implement more interventions performed worse than comparable schools implementing fewer. Finally, we find differences in the probability of student mobility from lower performing schools.

scholarly journals Research on Teacher Evaluation: A Review of Statute, Regulation and Litigation in the Region

2018 ◽  
Vol 37 (1) ◽  
Author(s):  
Helen M. Hazi
Keyword(s):  
No Child Left Behind ◽  
Teacher Evaluation ◽  
Rural Schools ◽  
Left Behind ◽  
Potential Problems ◽  
Every Student Succeeds Act

Limited research has been done to examine teacher evaluation in rural schools. This article presents an analysis of legislation and regulation of teacher evaluation in selected rural states, highlights their commonalities and differences, reports their litigation, and speculates on potential problems that can result in rural schools. It ends with recommendations for states to consider now that the Every Student Succeeds Act (formerly No Child Left Behind) has passed, and states have the option to reconsider their teacher evaluation plans.

scholarly journals The impact of the UK’s first COVID-19 lockdown on rates of violence and aggression on psychiatric inpatient wards

2021 ◽  
Author(s):  
James Payne-Gill ◽  
Corin Whitfield ◽  
Alison Beck
Keyword(s):  
Mental Health ◽  
Time Trend ◽  
Psychiatric Inpatient ◽  
Additive Model ◽  
Interrupted Time Series ◽  
Interrupted Time Series Analysis ◽  
General Additive Model ◽  
Using Data ◽  
The Impact ◽  
Health Trust

AbstractAimsInpatient life in UK mental health hospitals was profoundly altered during the first wave of the COVID-19 pandemic. We analysed whether these changes impacted the rate of violent and aggressive incidents across acute adult wards and psychiatric intensive care units in a South London NHS Mental Health Trust during the first UK lockdown.MethodsWe used an interrupted time series analysis to assess whether the rate of violent and aggressive incidents changed during the lockdown period from 23rd March 2020 to 15th June 2020. We used a quasi-poisson general additive model to model the weekly rate of violent incidents as a function of a seasonal trend, time trend, and impact of lockdown, using data from 1st January 2017 to 27th September 2020.ResultsThere was a 35% increase in the rate of incidents of violence and aggression [IR = 1.35, 95% CI: 1.15 – 1.58, p < 0.001] between March 23rd 2020 and June 15th 2020. In addition, there was strong evidence of temporal (p < 0.001) and seasonal trends (p < 0.001).ConclusionsOur results suggest that restrictions to life increased the rate of violent incidents on the mental health wards studied here.

School Accountability

2018 ◽  
pp. 520-550
Author(s):  
Morgan Polikoff ◽  
Shira Korn
Keyword(s):  
No Child Left Behind ◽  
The United States ◽  
School Accountability ◽  
Unintended Consequences ◽  
Accountability Systems ◽  
Left Behind ◽  
Policy Choices ◽  
Accountability Policy ◽  
Improve Student Achievement ◽  
Every Student Succeeds Act

This chapter summarizes the history and effects of standards-based school accountability in the United States and offers suggestions for accountability policy moving forward. It analyzes standards-based accountability in both the No Child Left Behind Act and the Every Student Succeeds Act, and discusses the effects of accountability systems. The authors argue that school accountability systems can improve student achievement, but that unintended consequences are possible. How accountability systems are designed—the metrics and measures used and the consequences for performance—has both symbolic and practical implications for the efficacy of the system and the individuals affected. Synthesizing what is known about the design of school accountability systems, the authors propose policy choices that can improve the validity, reliability, transparency, and fairness of these systems.

Look Back: The feds, the states, and Kappan

2019 ◽  
Vol 101 (2) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
No Child Left Behind ◽  
Federal Government ◽  
Department Of Education ◽  
Federal Mandates ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
Federal Department ◽  
Education Act ◽  
State And Local ◽  
Every Student Succeeds Act

Across the decades, the balance of power between the federal government, states, and local districts has shifted numerous times, and Kappan authors have weighed in on each of those shifts. Kappan Managing Editor Teresa Preston traces those shifts, beginning with the 1965 Elementary and Secondary Education Act (ESEA), which gave the federal government a larger role in public education. Further expansion occurred under the Carter administration, with the launch of the new federal Department of Education. As the new department continued operations under Reagan, its priorities expanded, but actual decision-making authority reverted to states. States, in turn, began involving themselves more with instructional and curricular matters, a trend that eventually made its way back to the federal level, with the passage of the No Child Left Behind Act (NCLB). Under NCLB, federal mandates had the effect of requiring state and local levels to take on additional responsibilities, without necessarily having the capacity to do so. This capacity issue remains a concern under the Every Student Succeeds Act (ESSA).

The Editor’s Note: From what it’s not to what it is

2019 ◽  
Vol 101 (2) ◽  
pp. 4-4
Author(s):  
Rafael Heller
Keyword(s):  
No Child Left Behind ◽  
Left Behind ◽  
Policy Debates ◽  
The Law ◽  
Every Student Succeeds Act

Since the Every Student Succeeds Act (ESSA) was passed in December 2015, policy debates about the law have focused not so much on what it does, but on the ways in which it undoes No Child Left Behind. All the same, ESSA has begun to result in real changes on the ground, in many parts of the country. And now that states have completed the writing of their ESSA plans and have moved on to implementing them, attention has begun to shift from what ESSA is not to what is, in fact, going on under the new law.

Authority and Control: The Tension at the Heart of Standards-Based Accountability

2020 ◽  
Vol 90 (3) ◽  
pp. 419-445
Author(s):  
JACK SCHNEIDER ◽  
ANDREW SAULTZ
Keyword(s):  
No Child Left Behind ◽  
State Standards ◽  
Loose Coupling ◽  
High Profile ◽  
Left Behind ◽  
Accountability Movement ◽  
The Common ◽  
New Perspective ◽  
Every Student Succeeds Act ◽  
And Control

In this essay, Jack Schneider and Andrew Saultz offer a new perspective on state and federal power through their analysis of authority and control. Due to limitations inherent to centralized governance, state and federal offices of education exercised little control over schools across much of the twentieth century, even as they acquired considerable authority. By the 1980s, however, such loose coupling had become politically untenable and led to the standards and accountability movement. Yet, greater exertion of control only produced a new legitimacy challenge: the charge of ineffectiveness. State and federal offices, then, are trapped in an impossible bind, in which they are unable to relinquish control without abdicating authority. Schneider and Saultz examine how state and federal offices have managed this dilemma through ceremonial reform, looking at two high-profile examples: the transition from No Child Left Behind to the Every Student Succeeds Act, and states’ reaction to public criticism of the Common Core State Standards.

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.

scholarly journals It’s time to redefine the federal role in K-12 education

2018 ◽  
Vol 100 (1) ◽  
pp. 8-14 ◽  
Author(s):  
Jack Jennings
Keyword(s):  
No Child Left Behind ◽  
Left Behind ◽  
K 12 ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA), passed in 2015, succeeded in weakening the least popular parts of the No Child Left Behind act. But, argues Jack Jennings, it’s a purely reactive piece of legislation, offering no positive vision for the federal government’s role in addressing K-12 education’s most urgent problems. ESSA is still young, he notes, but Republicans and Democrats should already be hard at work crafting its replacement.

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