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Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act

Author

Listed:
  • John M. Krieg

    (Department of Economics, Western Washington University)

Abstract
The No Child Left Behind Act imposes sanctions on schools if the fraction of students demonstrating proficiency on a high-stakes test falls below a statewide pass rate. While the motivation behind this system is improved public school performance, it also provides incentives for schools to focus educational resources on the marginal student rather than those on the tails of the ability distribution. Using statewide, student-level panel data, students on the tails of the ability distribution, especially high-ability students, are demonstrated to score below expectations if their school is in danger from No Child Left Behind sanctions. © 2008 American Education Finance Association

Suggested Citation

  • John M. Krieg, 2008. "Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act," Education Finance and Policy, MIT Press, vol. 3(2), pages 250-281, April.
    • Handle: RePEc:tpr:edfpol:v:3:y:2008:i:2:p:250-281
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2008.3.2.250
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    Citations

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    Cited by:

    1. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education,, Elsevier.
    2. Feng, Li & Figlio, David & Sass, Tim, 2018. "School accountability and teacher mobility," Journal of Urban Economics, Elsevier, vol. 103(C), pages 1-17.
    3. Naven, Matthew, 2020. "Within-School Heterogeneity in Quality: Do Schools Provide Equal Value Added to All Students?," MPRA Paper 100123, University Library of Munich, Germany.
    4. Krieg, John M., 2011. "Which students are left behind? The racial impacts of the No Child Left Behind Act," Economics of Education Review, Elsevier, vol. 30(4), pages 654-664, August.
    5. Glenn Ellison & Ashley Swanson, 2012. "Heterogeneity in High Math Achievement Across Schools: Evidence from the American Mathematics Competition," CESifo Working Paper Series 3903, CESifo.
    6. Dale Ballou & Matthew G. Springer, 2017. "Has NCLB Encouraged Educational Triage? Accountability and the Distribution of Achievement Gains," Education Finance and Policy, MIT Press, vol. 12(1), pages 77-106, Winter.
    7. Chakrabarti, Rajashri, 2014. "Incentives and responses under No Child Left Behind: Credible threats and the role of competition," Journal of Public Economics, Elsevier, vol. 110(C), pages 124-146.
    8. Glenn Ellison & Ashley Swanson, 2016. "Do Schools Matter for High Math Achievement? Evidence from the American Mathematics Competitions," American Economic Review, American Economic Association, vol. 106(6), pages 1244-1277, June.
    9. Sims, David P., 2013. "Can failure succeed? Using racial subgroup rules to analyze the effect of school accountability failure on student performance," Economics of Education Review, Elsevier, vol. 32(C), pages 262-274.

    More about this item

    Keywords

    No Child Left Behind Act; ability distribution; student performance;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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