You are here:

Student achievement and efficiency in Missouri schools and the No Child Left Behind Act


Economics of Education Review Volume 25, Number 1 ISSN 0272-7757 Publisher: Elsevier Ltd


The 2001 No Child Left Behind Act requires that schools make “annual yearly progress” in raising student achievement, or face possible sanctions. The No Child Left Behind Act places added emphasis on test scores, such as scores from the Missouri Assessment Program (MAP), to evaluate the performance of schools.In this paper, we investigate school performance in Missouri by measuring the efficiency with which schools provide their education services using a two-stage data envelopment analysis (DEA) approach. We simulate the effects of two sanctions (school transfer, and supplemental tutoring services) under the No Child Left Behind Act on the performance of failing schools.We find that the two sanctions differ in their impact on the failing school districts’ managerial efficiency. If student performance improves as a result of the sanctions, the transfer of students sanction is more likely to improve managerial efficiency than is the tutoring services sanction.


Primont, D.F. & Domazlicky, B. Student achievement and efficiency in Missouri schools and the No Child Left Behind Act. Economics of Education Review, 25(1), 77-90. Elsevier Ltd. Retrieved January 21, 2020 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:



View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References