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Markowitz, Anna J. – American Educational Research Journal, 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…
Descriptors: Learner Engagement, Accountability, Educational Legislation, Federal Legislation
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Burke, April M.; Morita-Mullaney, Trish; Singh, Malkeet – American Educational Research Journal, 2016
In this study, we employed a discrete-time survival analysis model to examine Indiana emergent bilingual time to reclassification as fluent English proficient. The data consisted of five years of statewide English language proficiency scores. Indiana has a large and rapidly growing Spanish-speaking emergent bilingual population, and these students…
Descriptors: Bilingual Students, Classification, English (Second Language), Language Proficiency
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Liebowitz, David D.; Page, Lindsay C. – American Educational Research Journal, 2014
We examine whether the legal decision to grant unitary status to the Charlotte-Mecklenburg school district, which led to the end of race-conscious student assignment policies, increased the probability that families with children enrolled in the district would move to neighborhoods with a greater proportion of student residents of the same race as…
Descriptors: School Desegregation, Desegregation Effects, Educational Policy, Housing
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Plank, Stephen B.; Condliffe, Barbara Falk – American Educational Research Journal, 2013
High-stakes tests are the most heavily weighted measures in accountability systems developed in response to No Child Left Behind. While some studies show high-stakes accountability being related to test score gains, others suggest these policies do not improve achievement and often result in unintended consequences. To understand mechanisms…
Descriptors: High Stakes Tests, Accountability, Educational Quality, Federal Legislation
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Heinrich, Carolyn J.; Nisar, Hiren – American Educational Research Journal, 2013
School districts required under No Child Left Behind (NCLB) to provide supplemental educational services (SES) to students in schools that are not making adequate yearly progress rely heavily on the private sector to offer choice in services. If the market does not drive out ineffective providers, students may not gain through SES participation.…
Descriptors: Federal Legislation, Educational Legislation, Educational Indicators, Federal Programs
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Brown, Abigail B.; Clift, Jack W. – American Educational Research Journal, 2010
The authors report insights, based on annual site visits to elementary and middle schools in three states from 2004 to 2006, into the incentive effect of the No Child Left Behind Act's requirement that increasing percentages of students make Adequate Yearly Progress (AYP) in every public school. They develop a framework, drawing on the physics…
Descriptors: Public Schools, Middle Schools, Federal Legislation, Educational Improvement