Exploratory Analysis of Adequate Yearly Progress, Identification for Improvement, and Student Achievement in Two States and Three Cities: A Report from the National Longitudinal Study of No Child Left Behind (NLS-NCLB)

摘要

This report describes exploratory analyses of the effects of components of the No Child Left Behind (NCLB) accountability system on the achievement of students in affected Title I schools. The analyses used school-level and student-level assessment data from two states and three school districts, employing a quasi-experimental regression discontinuity method to examine whether schools that fell short of 'adequate yearly progress' (AYP) or were identified for improvement under NCLB showed subsequent improvements in student achievement. The purpose of the analysis was to explore the usefulness of the regression discontinuity method for examining the effects of the NCLB accountability system. This analysis was conducted under the National Longitudinal Study of No Child Left Behind (NLS-NCLB), which is examining the implementation of key NCLB provisions at the district and school levels.