Year: 2015
Type: article
Abstract: With the passing of the No Child Left Behind Act (NCLB) has come a wave of economic analyses of education production functions attempting to explain what community and school characteristics affect achievement gaps and yearly growth in pass rates. Using standardized test data from the Illinois State Board of Education over the period of NCLB, I argue that there are ways to empirically re-define growth and student success that more effectively capture NCLB’s goals. The results in this paper show inherent differences between the three growth definitions employed and the educational experiences in the grades analyzed.
Author: Alexis G Yusim
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1827903325