Diversity in Education
Diversity in Education
  • Overview
  • K-12 Integration, Desegregation, and Segregation Archive
  • K-16 STEM Archive
  • Browse
    • By Method of Analysis
    • By Unit of Analysis
    • By Data Type
    • By Journal Name or Institutional Affiliation
    • By Keyword
    • By Methodology
    • By Region
    • By Research
    • By Scholarship
    • By Sample Type
  • Help
  • Contact Us

Filter

  • Sort by

  • Filtered Search Term

  • Archive

  • Keywords

  • Research Designs

  • Analysis Methods

  • Researchers

11 posts found.

Current Selections

Clear
Keywords » No Child Left Behind
No Child Left Behind
Full-Text Search

School Accountability and the Black-White Test Score Gap

1) Did NCLB subgroup-specific accountability pressure lead to the narrowing of Black-White achievement gaps in math and reading? 2) If accountability pressure narrowed achievement gaps, what changes in the gap occurred?

Teacher Effectiveness in the First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning

What proportion of the variation in student achievement gains can be attributed to each of the general sources: individual differences in student background, classroom effects, and school effects? To what degree do differences in teacher effectiveness affect student achievement gains? What is the relative size of the effects of student background qualifications, attitudes and instructional practices on student achievement gains in first grade?

Lost Learning, Forgotten Promises- A National Analysis of School Racial Segregation, Student Achievement, and "Controlled Choice" Plans

New and exhaustive analysis of racial segregation across the United States.

Can No Child Left Behind Close the Gaps in Pass Rates on Standardized Tests?

Quantify the degree to which the worst-performing schools can realistically increase their pass rates and thereby narrow the gap in pass rates.

Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992

Empirically examine several family-and school-based explanations for black-white and Latino-white test score differences over the past 20 years.

Who's Left Behind? Immigrant Children in High and Low LEP Schools

Examines differences in the provision of educational services to LEP students across schools with varying proportions of LEP student enrollment

Effects of School Segregation and School Resources in a Changing Policy Context

Impact of school composition and school resources on student achievement growth.

When Opting Out is not a Choice: Implications for NCLB's Transfer Option from Charlotte, North Carolina

Examines the implementation and early outcomes of No Child Left Behind’s voluntary transfer option for the Charlotte-Mecklenburg School after end of court-mandated desegregation.

Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools

Association between racial segregation and the percentage of students passing high-stakes test in Florida’s schools.

Does School Accountability Lead to Improved Student Performance

Provide evidence on the expected effects of NCLB not only on student performance but also on other potential consequences. Controlled for student and school characteristics.

The Perverse Incentives of the No Child Left Behind Act

Examines the incentives created by NCLBA

Skip to toolbar
  • Log In