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2006 - Can No Child Left Behind Close the Gaps in Pass Rates on Standardized Tests?

Attribution: Hoerandner, Claus, & Lemke, Robert
Researchers: Claus HoerandnerRobert Lemke
University Affiliation: Lake Forest College
Email: hoeracm@lakeforest.edu
Research Question:
Quantify the degree to which the worst-performing schools can realistically increase their pass rates and thereby narrow the gap in pass rates.
Published: 1
Journal Name or Institutional Affiliation: Contemporary Economic Policy
Journal Entry: Vol. 24, No. 1, pp. 1-17
Year: 2006
Findings:
  • Characteristics that schools can control account for 10%-25% of the gap.
  • 30%- 50% is due to uncontrollable school characteristics such as racial composition of students.
  • It is not reasonable to expect schools to be able to eliminate gaps in pass rates according to results.
  • Uncontrollable characteristics account for about 35% of gap in pass rates for Blacks and between 25% and 40% for Hispanics.
Keywords: Achievement GapElementary SchoolNo Child Left BehindRacial CompositionRegions: NortheastMethodologies: QuantitativeResearch Designs: SurveyAnalysis Methods: Regression Sampling Frame:Public Elementary Schools
Sampling Types: PopulationAnalysis Units: SchoolData Types: Quantitative-Cross Sectional
Data Description:
  • Public Elementary schools in Illinois 2001-2002 from the Illinois State Board of Education. Data about the overall ISAT scores, as well as the school’s average scores separately for White, Black, and Hispanic students, for its disabled and disabled students, and for its students from non-low income and low-income households.
  • Estimate education production function for each socioeconomic and demographic group singled out in NCLB.
  • DV: ISAT pass rates in math
  • IV: Area of school (urban/inner city), percent Black, percent Hispanic, enrollment, percent limited language proficiency, percent students from low-income households, class size, attendance rate, truancy, mobility rate, minutes of math instruction per day, percent of classes taught by uncertified teachers)
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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