Despite speculation that the No Child Left Behind Act of 2001s (NCLB) finely tuned attention to improving academic opportunities for traditionally low-performing students and student subgroups compromises educational opportunities of high-performing students, there is limited empirical evidence that NCLB actually inhibits the progress of high-performing students. Consequently, ideological predispositions have dominated public interest in distributional effects under NCLB. A Student X Subject general linear model with school and Year X Grade fixed effects is estimated to isolate whether a school, based on prior years performance, has targeted resources to (a) students in a failing subgroup, (b) students in a failing subject, and/or (c) students failing math on a failing subgroup in Idaho. There is strong evidence that NCLBs threat of sanctions increased incentives for schools and school districts to elevate learning opportunities for traditionally low-performing students and student subgroups, but that the increased performance by traditionally low-performing students and student subgroups did not occur at the expense of traditionally high-performing students. It appears that Idahos response to NCLB is one of improved efficiency and not achievement tradeoffs, in that traditional public schools in the state did more with the same level and distribution of resources as in years past.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-09202006-102822 |
| Date | 26 October 2006 |
| Creators | Springer, Matthew George |
| Contributors | James W. Guthrie, Dale Ballou, Michael J. Podgursky, Kenneth K. Wong |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu//available/etd-09202006-102822/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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