 Test-based accountability and educational equity: Breaking through local district politics?John J. Gregg and Stéphane Lavertu Economics of Education Review, 2023, vol. 97, issue C Abstract: A central premise of the U.S. No Child Left Behind Act (NCLB) was that test-based accountability systems would break through local politics and lead districts to prioritize the needs of disadvantaged students. Yet, no research examines the equity-related effects of NCLB’s district accountability system. Focusing on a state with rich data, we find that negative ratings (which put districts at higher risk of state intervention) led to the disenrollment of economically disadvantaged students (ostensibly leading to a decline in income-based school segregation) and a corresponding (suspicious) jump in test scores. Negative ratings also led to changes in collectively bargained personnel policies and the replacement of teachers in disadvantaged students’ schools. There was no redistribution of funds toward disadvantaged students’ schools, however, and likely minimal impact on district elections. The results put into question whether a shift in district governance helps explain NCLB’s well-documented positive impacts on low-income students’ academic outcomes. Keywords: No Child Left Behind; Segregation; Equity; Collective bargaining; Accountability (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:97:y:2023:i:c:s0272775723001322 DOI: 10.1016/j.econedurev.2023.102485 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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