The Effects of No Child Left Behind on Student Performance in Alabama’s Rural Schools

• Henry W Kinnucan ^[1] ; Jose Ramon Llanes ^[1] ; Yuqing Zheng ^[2] ; Martin D. SMITH ^[1]
  1. [1] Auburn University

     Auburn University

     Estados Unidos

     
  2. [2] Cornell University

     Cornell University

     City of Ithaca, Estados Unidos

     
• Localización: Estudios Economicos Regionales y Sectoriales : EERS: Regional and sectoral economic studies : RSES, ISSN 1578-4460, Vol. 12, Nº. 1, 2012, págs. 5-16
• Idioma: inglés
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• Resumen

  • County level data for the period 1999-2007 are used to assess the effects of NCLB on student performance in Alabama’s rural schools. Results suggest revisions to the state’s accountability system associated with the Act had a positive effect on 8th grade test scores for language, and for test score gains in language between the 4th and 8th grades. However, the measured effects on test scores for reading and math are mostly zero or negative. This suggests NCLB failed in its major objective, which was to enhance students’ proficiency in math and reading.