"What was the impact of the No Child Left Behind act?

Annotated Bibliography
Name
Institution Affiliation
Annotated Bibliography
Jennings, J. L., & Lauen, D. L. (2016). Accountability, inequality, and achievement: The effects of the No Child Left Behind act on multiple measures of student learning. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(5), 220-241.
The article seeks to explain the effect the No Child Left Behind Act has on the various aspects used to measure leaning ability in a student. Presumably, this is because the school quality under the Act was defined by standardized test scores. The authors conducted a study on state test which is a test used for accountability and another test that was not related to accountability. From the study, they conclude that placing more accountability pressure on a student results in high scores in math and a low test score in reading and audit math. However, the scores differed depending on race whereby in a school where accountability pressure is high, the black students recorded low scores in state tests and lost as twice as much in math audit tests compared to Hispanic students. Therefore more accountability pressure on schools creates an alignment with state standards whereby learners and educators focus more on state tests and are less motivated towards other tests that are not accountability-based.
Wong, V. C., Coady Wing, D. M., & Krishnamachari, A. (2018). The Impact of Intensifying State Accountability Pressures on Student Achievement under No Child Left Behind. policy Works Working Paper No. 63.
The article is in response to the Senate bill which seeks to replace the No Child Left Behind Act. The authors clarify that both the incoming and outgoing bills use standardized tests to gauge the performance of the school and determine whether it’s failing or not. As a result, the article seeks to explain the impact increased accountability pressure has on the achievement of students. They, therefore, device another accountability measure for state accountability. In their measure, they handle a school as an independent entity putting into consideration the individual population characteristics in each state. On measuring the impact increased accountability pressure has on performance in math, and learning they realized that the performance varies depending on the student’s grade. More improvement was recorded in eighth grade compared to fourth grade. The study, therefore, concludes that accountability pressure alone does not result in increased achievement in students.
Holbein, J. B., & Ladd, H. F. (2017). Accountability pressure: Regression discontinuity estimates of how No Child Left Behind influenced student behavior. Economics of Education Review, 58, 55-67.
The authors of this article narrow down to the impact the accountability pressure has on the behavior of non-achievement students. They use regression discontinuity to measure the accountability pressure at the school failure cutoff. Results indicate that pressure acts as an encouragement to students to be punctual in school and always show up when required to be there. However, the accountability pressure hurts perpetuating misbehavior among the students. The negative behavior is mostly ...