The Effects of State Decisions About NCLB Adequate Yearly Progress Targets

Andrew C. Porter · Robert L. Linn · C. Scott Trimble

63 citations0/0 files storedEducational Measurement Issues and Practice

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Educational Assessment and Improvement School Choice and Performance Education and Public Policy

Abstract

The No Child Left Behind Act allows states to vary (a) the trajectories they select to move from the baseline percent proficient or above in 2002 to the 100% proficient goal in 2014, (b) the minimum number of students required for reporting of disaggregated subgroup results, and (c) whether or not they will use confidence intervals when determining whether or not an annual measurable objective has been met. We use data from Kentucky for the years 2003 and 2004 to explore the consequences of different design decisions. The effect of design decisions on number and percentage of schools meeting adequate yearly progress (AYP) is large, with important implications for education practice.

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2002Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001 2003Accountability: Responsibility and Reasonable Expectations

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2007State and Local Implementation of the No Child Left Behind Act 2011Evaluating the Validity of a High‐Stakes ESL Test: Why Teachers' Perceptions Matter 2007Hidden Benefits and Unintended Consequences of No Child Left Behind Policies for Students Who Are Deaf or Hard of Hearing 2013The Waive of the Future? School Accountability in the Waiver Era 2012The Association of State Policy Attributes With Teachers’ Instructional Alignment 2006Assessing School Achievement Progress: Comparing Alternative Approaches 2011Performance effects of failure to make Adequate Yearly Progress (AYP): Evidence from a regression discontinuity framework 2011No Child Left Behind: What We Know and What We Need to Know

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