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Which students are left behind? The racial impacts of the No Child Left Behind Act
ARTICLE

Economics of Education Review Volume 30, Number 4, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

The No Child Left Behind Act imposes sanctions on schools if the fraction of any of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students likely to demonstrate proficiency towards those who are marginally below proficient. Using statewide observations of 3rd and 4th grade math tests, this paper demonstrates that students of successful racial groups at schools likely to be sanctioned gain less academically over their subsequent test year than comparable peers at passing schools. This effect is stronger at schools more likely to suffer from NCLB sanctions and is robust to corrections for non-random sample selection.

Citation

Krieg, J.M. (2011). Which students are left behind? The racial impacts of the No Child Left Behind Act. Economics of Education Review, 30(4), 654-664. Elsevier Ltd. Retrieved September 21, 2019 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2011.02.004

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