Left Behind by Design: Proficiency Counts and Test-Based Accountability
Derek Neal and
Diane Whitmore Schanzenbach
Additional contact information
Derek Neal: University of Chicago and NBER
Diane Whitmore Schanzenbach: University of Chicago and NBER
The Review of Economics and Statistics, 2010, vol. 92, issue 2, 263-283
We show that within the Chicago Public Schools, both the introduction of NCLB in 2002 and the introduction of similar district-level reforms in 1996 generated noteworthy increases in reading and math scores among students in the middle of the achievement distribution but not among the least academically advantaged students. The stringency of proficiency requirements varied among the programs implemented for different grades in different years, and our results suggest that changes in proficiency requirements induce teachers to shift more attention to students who are near the current proficiency standard. © 2010 The President and Fellows of Harvard College and the Massachusetts Institute of Technology.
References: Add references at CitEc
Citations View citations in EconPapers (53) Track citations by RSS feed
Downloads: (external link)
http://www.mitpressjournals.org/doi/pdf/10.1162/rest.2010.12318 link to full text (application/pdf)
Access to full text is restricted to subscribers.
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:tpr:restat:v:92:y:2010:i:2:p:263-283
Ordering information: This journal article can be ordered from
http://mitpress.mit. ... me.tcl?issn=00346535
Access Statistics for this article
The Review of Economics and Statistics is currently edited by Daron Acemoglu, George J. Borjas, Dani Rodrik and Julio J. Rotemberg
More articles in The Review of Economics and Statistics from MIT Press
Series data maintained by Kristin Waites ().