ERIC Number: EJ1185364
Record Type: Journal
Publication Date: 2018-Aug
Abstractor: As Provided
Changes in School Engagement as a Function of No Child Left Behind: A Comparative Interrupted Time Series Analysis
Markowitz, Anna J.
American Educational Research Journal, v55 n4 p721-760 Aug 2018
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.
Descriptors: Learner Engagement, Accountability, Educational Legislation, Federal Legislation, Well Being, Academic Achievement, Elementary Secondary Education, Case Studies, Longitudinal Studies, National Surveys, Student Attitudes, Student School Relationship, Outcomes of Education, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Longitudinal Survey of Youth