The Effects of NCLB on Student Performance in Virginia and New York City
O'Brien, Rachel Hess, Curry School of Education, University of Virginia
Wyckoff, James, Curry School of Education, University of Virginia
Bassok, Daphna, Curry School of Education, University of Virginia
Grissmer, David, Curry School of Education, University of Virginia
Meyer, Joseph, Curry School of Education, University of Virginia
No Child Left Behind (NCLB), the most controversial federal education policy in recent memory, is currently up for reauthorization. Those who support the policy believe that it promotes student achievement. However, opponents of the policy believe that it actually hinders student performance. Given this extreme disagreement of opinions, the empirical evidence on the effects of the policy will be critical as policymakers decide how to revise it. I contribute to this research-base using data from Virginia and New York City. Although I also examine the overall effects of the policy, I focus on the distributional effects of NCLB. In particular, I examine how the effects of NCLB vary as a function of prior student and prior school performance in both high-stakes (reading and math) and low-stakes (science, history, and writing) subjects.
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PHD (Doctor of Philosophy)
English
All rights reserved (no additional license for public reuse)
2010/08/01
