Examining the Assumptions Underlying the NCLB Federal Accountability Policy on School Improvement

REFERENCES

• Abedi , J. , Bailey , A. , Butler , F. , Castellon-Wellington , M. , Leon , S. and Mirocha , J. 2005 . The validity of administering large-scale content assessments to English language learners: An investigation from three perspectives , Los Angeles, CA : University of California at Los Angeles, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing .
   Google Scholar
• Abedi , J. and Dietel , R. 2004 . Challenges in the No Child Left Behind Act for English language learners . Phi Delta Kappan , 85 : 782 – 785 .
   Web of Science ®Google Scholar
• Archer , J. 2006 . Proposed grants for improvement highlight key new role for states . Education Week , 25 ( 24 ) : 1
   Google Scholar
• Board on Testing and Assessment . 2004 . Keeping score for all: The effects of inclusion and accommodation policies on large-scale educational assessments , Edited by: Koenig , J. A. and Bachman , L. F. Washington, DC : The National Academies Press .
   Google Scholar
• Carlson Le Floch , K. , Boyle , A. and Bowles Therriault , S. 2008a . Help wanted: State capacity for school improvement , Washington, DC : American Institutes for Research .
   Google Scholar
• Carlson Le Floch , K. , Boyle , A. and Bowles Therriault , S. 2008b . State systems of support under NCLB: Design components and quality considerations , Washington, DC : American Institutes for Research .
   Google Scholar
• Carlson , D. 2006 . Focusing state educational accountability systems: Four methods of judging school quality and progress , Dover, NH : The Center for Assessment . Retrieved from http://www.nciea.org/publications/Dale020402.pdf
   Google Scholar
• Center on Education Policy . 2007 . Has student achievement increased since No Child Left Behind? , Washington, DC : Author .
   Google Scholar
• Center on Education Policy . 2008 . A call to restructure restructuring: Lessons from the No Child Left Behind Act in five states , Washington, DC : Author .
   Google Scholar
• Center on Education Policy . 2009 . Is the emphasis on “proficiency” shortchanging higher- and lower-achieving students? , Washington, DC : Author .
   Google Scholar
• Chicago Public Schools . 2007 . SES tutoring programs: An evaluation of year 3 in the Chicago Public Schools , Chicago, IL : Author .
   Google Scholar
• Choi , K. , Goldschmidt , P. and Yamashiro , K. 2006 . Exploring models of school performance: From theory to practice , Los Angeles, CA : University of California at Los Angeles, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing .
   Google Scholar
• Council of Chief State School Officers . 2006 . Consortium for School Improvement policy brief: State support to schools in need of improvement , Washington, DC : Author . Retrieved from http://www.ccsso.org/content/pdfs/SSSNI_FINAL.pdf
   Google Scholar
• Council of Chief State School Officers . 2009 . Schools identified for improvement, or not making AYP, by state: 2006-7 Retrieved from http://www.ccsso.org/content/pdfs/Schools%20identified%20for%20improvement%202006-07%20AYP.pdf
   Google Scholar
• Cross , C. 2004 . Political education: National policy comes of age , New York, NY : Teachers College Press .
   Google Scholar
• DiBiase , R. W. 2005 . ECS policy brief: State involvement in school restructuring under No Child Left Behind in the 2004-05 school year , Denver, CO : Education Commission of the States . Retrieved from http://www.ecs.org/clearinghouse/64/28/6428.pdf
   Google Scholar
• Dwyer , C. , Bormand , J. , Cevoen , L. , Fafard , M. B. , Frankel , S. , Harvell , C. and Zarlengo , P. 2005 . Leadership capacities for a changing environment: state and district responses to the No Child Left Behind Act of 2001 , Providence, RI : Education Alliance at Brown University .
   Google Scholar
• Education Commission of the States . 2002 . State intervention in low-performing schools and school districts , Denver, CO : Author .
   Google Scholar
• The Education Trust . 2004 . Measured progress: Achievement rises and gaps narrow, but slowly , Washington, DC : Author .
   Google Scholar
• The Education Trust . 2005 . Stalled in secondary: a look at student achievement since the No Child Left Behind Act , Washington, DC : Author .
   Google Scholar
• Elam , S. 1995 . How America views its schools: The PDK/Gallup polls, 1969-1994 , Bloomington, IN : Phi Delta Kappa .
   Google Scholar
• Finnigan , K. S. and Gross , B. 2007 . Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools . American Educational Research Journal , 44 : 594 – 629 .
   Web of Science ®Google Scholar
• Forte , E. . Assessment and accountability post-NCLB: The next generation . Invited keynote address for the Annual Conference of the California Educational Research Association . Dana Point, CA. November ,
   Google Scholar
• Forte , E. and Erpenbach , W. J. 2006 . Statewide educational accountability under the NCLB Act—a report on 2006 amendments to state plans , Washington, DC : Council of Chief State School Officers .
   Google Scholar
• Forte Fast , E. and Erpenbach , W. J. 2004 . Revisiting statewide educational accountability under NCLB: An examination of states' initial requests for amendment under the No Child Left Behind Act of 2001 , Washington, DC : Council of Chief State School Officers .
   Google Scholar
• Fullan , M. 2003 . Change forces with a vengeance , London, UK : Routledge Farmer .
   Google Scholar
• Fuller , B. , Wright , J. , Gesicki , K. and Kang , E. 2007 . Gauging growth: How to judge No Child Left Behind? . Educational Researcher , 36 : 268 – 278 .
   Google Scholar
• Garland , L. 2003 . Navigating treacherous waters: A state takeover handbook , Lanham, MD : Scarecrow .
   Google Scholar
• Gong , B. 2002 . Designing school accountability systems: Toward a framework and process , Washington, DC : CCSSO .
   Google Scholar
• Gong , B. . Valid OR reliable?: Subgroups in NCLB's AYP . Paper presented at the annual conference of the American Educational Research Association . San Francisco, CA. April ,
   Google Scholar
• Haertel , E. H. 2003 . Including students with disabilities and English language learners in NAEP: Effects of differential inclusion rates on accuracy and interpretability of findings [Paper commissioned and prepared by the National Assessment Governing Board]. Retrieved from ERIC database. (ED500430)
   Google Scholar
• Hannaway , J. and Woodroffe , N. 2003 . Policy instruments in education . Review of Research in Education , 27 : 1 – 24 .
   Google Scholar
• Hill , P. T. and Celio , M. B. 1998 . Fixing urban schools , Washington, DC : Brookings Institution Press .
   Google Scholar
• Hill , R. and DePascale , C. A. . Adequate yearly progress under NCLB: Reliability considerations . Paper presented at the annual meeting of the National Council on Measurement in Education . Chicago, IL. June , Retrieved from http://www.nciea.org/publications/NCMEconf_RHCD03.pdf
   Google Scholar
• Ho , A. 2007 . Discrepancies between score trends from NAEP and state tests: A scale-invariant perspective . Educational Measurement: Issues and Practice , 26 ( 4 ) : 11 – 20 .
   Google Scholar
• Jennings , J. , Stark Rentner , D. and Kober , N. 2002 . A new federal role in education , Washington, DC : Center on Education Policy .
   Google Scholar
• Kane , T. J. and Staiger , D. O. 2002 . The promise and pitfalls of using imprecise school accountability measures . Journal of Economic Perspectives , 16 : 91 – 114 .
   Web of Science ®Google Scholar
• Kerins , T. , Perlman , C. and Langdon , J. 2009 . “ Results from the statewide systems of support survey: Five case study states ” . In Coherence in statewide systems of support , Edited by: Kerins , T. , Perlman , C. and Redding , S. 47 – 92 . Lincoln, IL : Academic Development Institute .
   Google Scholar
• Kim , J. S. and Sunderman , G. L. 2004 . Does NCLB provide good choices for students in low performing schools? , Cambridge, MA : The Civil Rights Project at Harvard University .
   Google Scholar
• Kim , J. S. and Sunderman , G. L. 2005 . Measuring academic proficiency under the No Child Left Behind Act: Implications for educational equity . Educational Researcher , 34 ( 8 ) : 3 – 13 .
   Google Scholar
• Kopriva , R. 2008 . Improving testing for English language learners , New York City, NY : Routledge .
   Google Scholar
• Koretz , D. 2008a . A measured approach . American Educator , : 8 – 39 . Fall
   Google Scholar
• Koretz , D. 2008b . Measuring up: What educational testing really tells us , Cambridge, MA : Harvard University Press .
   Google Scholar
• Koretz , D. and Barron , S. 1998 . The validity of gains in scores on the Kentucky instructional results information system (KIRIS) , Washington, DC : RAND .
   Google Scholar
• Lee , J. 2006 . Tracking achievement gaps and assessing the impact of NCLB on the gaps: An in-depth look into national and state reading and math outcome trends , Cambridge, MA : The Civil Rights Project at Harvard University .
   Google Scholar
• Lee , J. 2007 . The testing gap: Scientific trials of test-driven school accountability systems for excellence and equity , Charlotte, NC : Information Age .
   Google Scholar
• Linn , R. L. 2003 . Accountability: Responsibility and reasonable expectations . Educational Researcher , 32 ( 7 ) : 3 – 13 .
   Google Scholar
• Linn , R. L. 2005a . Conflicting demands of No Child Left Behind and state systems: Mixed messages about school performance . Education Policy Analysis Archives , 13 ( 33 ) Retrieved from http://epaa.asu.edu/epaa/v13n33/
   Google Scholar
• Linn , R. L. 2005b . Fixing the NCLB accountability system (CRESST Policy Brief 8) , Los Angeles : University of California at Los Angeles, Center for the Study of Evaluation, Center for Research on Evaluation, Standards, and Student Testing (CRESST) .
   Google Scholar
• Linn , R. L. 2006 . Validity of inferences from test-based educational accountability systems . Journal of Personnel Evaluation in Education , 19 ( 1–2 ) : 5 – 15 .
   Google Scholar
• Linn , R. L. 2008a . Methodological issues in achieving school accountability . Journal of Curriculum Studies , 40 : 699 – 711 .
   Web of Science ®Google Scholar
• Linn , R. L. 2008b . “ Toward a more effective definition of Adequate Yearly Progress ” . In Holding NCLB accountable: Achieving accountability, equity, and school reform , Edited by: Sunderman , G. L. 27 – 42 . Thousand Oaks, CA : Corwin .
   Google Scholar
• Linn , R. L. , Baker , E. and Betebenner , D. 2002 . Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001 , Los Angeles, CA : University of California at Los Angeles, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing . (CSE Report No. 567). Retrieved from ERIC database. (ED467440)
   Google Scholar
• Linn , R. L. and Haug , C. 2002 . Stability of school-building accountability scores and gains . Educational Evaluation and Policy Analysis , 24 ( 1 ) : 29 – 36 .
   Web of Science ®Google Scholar
• Lusi , S. F. 1997 . The role of state departments of education in complex school reform , New York, NY : Teachers College Press .
   Google Scholar
• Malen , B. , Croninger , R. , Muncey , D. and Redmond-Jones , D. 2002 . Reconstituting schools: “Testing” the “theory of action.” . Educational Evaluation and Policy Analysis , 24 ( 2 ) : 113 – 132 .
   Web of Science ®Google Scholar
• Malen , B. and Rice , J. K. 2004 . A framework for assessing the impact of education reforms on school capacity: Insights from studies of high-stakes accountability initiatives . Educational Policy , 18 : 631 – 660 .
   Web of Science ®Google Scholar
• Marion , S. , White , C. , Carlson , D. , Erpenbach , W. J. , Rabinowitz , S. and Sheinker , J. 2002 . Making valid and reliable decisions in determining adequate yearly progress , Washington, DC : Council of Chief State School Officers . Retrieved from http://www.ccsso.org/content/pdfs/AYPpaper.pdf
   Google Scholar
• Martineau , J. 2006 . Distorting value added: The use of longitudinal, vertically scaled student achievement data for growth-based, value-added accountability . Journal of Educational and Behavioral Statistics , 31 ( 1 ) : 35 – 62 .
   Web of Science ®Google Scholar
• Massel , D. 1998 . State strategies for building capacity for education: progress and continuing challenges , Philadelphia, PA : Consortium for Policy Research in Education . (Research Report Series RR-41)
   Google Scholar
• Mathis , W. 2009 . NCLB's ultimate restructuring alternatives: Do they improve the quality of education? , Boulder, CO, and Temper, AZ : Education and the Public Interest Center & Education Policy Research Unit . Retrieved from http://epicpolicy.org/publication/nclb-ultimate-restructuring
   Google Scholar
• McCaffrey , D. F. , Lockwood , J. R. , Koretz , D. M. and Hamilton , L. S. 2003 . Evaluating value-added models for teacher accountability , Santa Monica, CA : RAND .
   Google Scholar
• Minnici , A. and Hill , D. 2007 . Educational architects: Do state education agencies have the tools necessary to implement NCLB? , Washington, DC : Center on Education Policy .
   Google Scholar
• Mintrop , H. 2004 . Schools on probation: How accountability works (and doesn't work) , New York, NY : Teachers College Press .
   Google Scholar
• Mintrop , H. and Sunderman , G. L. 2009 . Predictable failure of federal sanctions-driven accountability for school improvement – and why we may retain it anyway . Educational Researcher , 38 ( 5 ) : 353 – 364 .
   Web of Science ®Google Scholar
• Mintrop , H. and Trujillo , T. 2005 . Corrective action in low-performing schools: Lessons for NCLB implementation from state and district strategies in first generation accountability systems . Education Policy Analysis Archives , 13 ( 48 ) : 1 – 30 .
   Google Scholar
• National Center for Education Statistics . 2009 . NAEP inclusion policy Retrieved from http://nces.ed.gov/nationsreportcard/about/inclusion.asp
   Google Scholar
• Popham , W. J. July 2004 . Ruminations regarding NCLB's most malignant provision: Adequate Yearly Progress July , Retrieved from http://www.cep-dc.org/document/docWindow.cfm?fuseaction=document.viewDocument&documentid=216&documentFormatId=3509[Paper prepared for the Center on Education Policy Forum]
   Google Scholar
• Public Law 107-110-Jan. 8, 2002 115 Stat. 1499
   Google Scholar
• Raudenbush , S. 2004 . Schooling, statistics, and poverty: Can we measure school improvement? The Ninth Annual William H. Angoff Memorial Lecture , Princeton, NJ : Education Testing Service . Retrieved from http://www.ets.org/Media/Research/pdf/PICANG9.pdf
   Google Scholar
• Redding , S. 2007 . “ An evolution in American education ” . In Handbook on statewide systems of support , Edited by: Redding , S. and Wahlberg , H. 57 – 74 . Lincoln, IL : Academic Development Institute .
   Google Scholar
• Reville , S. P. 2004 . High standards + high stakes = high achievement in Massachusetts . Phi Delta Kappan , 85 ( 8 ) : 591
   Web of Science ®Google Scholar
• Reville , S. P. , Coggins , C. and Candon , J. 2005 . Reaching capacity: A blueprint for the state role in improving low performing schools and districts , Boston, MA : Rennie Center for Education Research & Policy .
   Google Scholar
• Rhim , L. , Hassel , B. and Redding , S. 2007 . “ State role in supporting school improvement ” . In Handbook on statewide systems of support , Edited by: Redding , S. and Walberg , H. 21 – 56 . Lincoln, IL : Academic Development Institute .
   Google Scholar
• Rose , L. C. and Gallup , A. M. 2006 . The 39th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools . Phi Delta Kappan , 88 ( 1 ) : 41 – 56 .
   Web of Science ®Google Scholar
• Rose , L. C. and Gallup , A. M. 2007 . The 39th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools . Phi Delta Kappan , 89 ( 1 ) : 33 – 48 .
   Web of Science ®Google Scholar
• Ross , S. , Harmon , J. and Wong , K. 2009 . Improving SES quality state approval, monitoring, and evaluation of SES providers Retrieved from http://www.centerii.org/survey/downloads/Improving%20SES%20Quality.pdf
   Google Scholar
• Ryan , K. and Shepard , L. 2008 . The future of test-based educational accountability , New York, NY : Routledge .
   Google Scholar
• Simpson , M. A. , Gong , B. and Marion , S. 2005 . Effects of minimum cell sizes and confidence interval sizes for special education subgroups on school-level AYP determinations , Dover, NH : National Center for the Improvement of Educational Assessment . Retrieved from http://www.nciea.org/publications/MinNCI_BGSMMS05.pdf
   Google Scholar
• Smith , M. and O'Day , J. 1991 . Putting the pieces together: Systemic school reform , New Brunswick, NJ : Eagleton Institute of Politics . (CPRE Policy Brief)
   Google Scholar
• Stark Retner , D. , Scott , C. , Kober , N. , Chudowksy , N. , Chudowsky , V. , Joftus , S. and Zabala , D. 2006 . From the capital to the classroom: Year 4 of the No Child Left Behind Act , Washington, DC : Center on Education Policy .
   Google Scholar
• Stecher , B. M. , Epstein , S. , Hamilton , L. S. , Marsh , J. A. , Robyn , A. E. , McCombs , J. S. and Naftel , S. 2008 . Pain and gain: Implementing No Child Left Behind in three states, 2004-2006 , Washington, DC : RAND .
   Google Scholar
• Sunderman , G. L. and Orfield , G. 2006 . Domesticating a revolution: No Child Left Behind reforms and state administrative response . Harvard Educational Review , 76 ( 4 ) : 526 – 556 .
   Web of Science ®Google Scholar
• Sunderman , G. L. , Tracey , C. A. , Kim , J. and Orfield , G. 2004 . Listening to teachers: Classroom realities and No Child Left Behind , Cambridge, MA : The Civil Rights Project at Harvard University .
   Google Scholar
• Toch , T. 2001 . Bush's big test . Washington Monthly , November Available from http://www.washingtonmonthly.com/
   Google Scholar
• Unger , C. , Lane , B. , Cutler , E. , Lee , S. , Whitney , J. , Arruda , E. and Silva , M. 2008 . How can state education agencies support district improvement? A conversation amongst educational leaders, researchers, and policy actors , Providence, RI : The Education Alliance at Brown University .
   Google Scholar
• U.S. Department of Education . 2002 . Title I–Improving the academic achievement of the disadvantaged, Final regulations, 34 CFR Part 200 Retrieved from http://www.ed.gov/legislation/FedRegister/finrule/2002-4/120202a.html
   Google Scholar
• U.S. Department of Education . 2006 . LEA and school improvement: Non-regulatory guidance Retrieved from http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.pdf
   Google Scholar
• U.S. Department of Education . 2009a . Evaluation of the 2005–06 growth model pilot program Retrieved from http://www.ed.gov/admins/lead/account/growthmodel/gmeval0109.doc
   Google Scholar
• U.S. Department of Education . 2009b . State and local implementation of the No Child Left Behind Act: Volume VII – Title I school choice and supplemental education services: final report Retrieved from http://www.ed.gov/rschstat/eval/choice/nclb-choice-ses-final/choice-sesfinal.pdf
   Google Scholar
• U. S. Department of Education . 2009c . Title I implementation: Update on recent evaluation findings Retrieved from http://www.ed.gov/rschstat/eval/disadv/titlei-implementation/titlei-implementation.doc
   Google Scholar
• Vernez , G. , Naftel , S. , Ross , K. E. , Carlson Le Floch , K. , Beighley , C. , Gill , B. and O'Day , J. 2009 . State and local implementation of the No Child Left Behind Act: Volume VII—Title I school choice and supplemental educational services: Final report , Santa Monica, CA : RAND .
   Google Scholar
• Zimmer , R. , Gill , B. , Razquin , P. , Booker , K. and Lockwood , J. R. 2007 . State and local implementation of the No Child Left Behind Act: Volume I – Title I schools choice, supplemental educational services, and student achievement , Washington, DC : RAND .
   Google Scholar
• Zimmer , R. W. , Gill , B. P. , Razquin , P. , Booker , K. , Lockwood , J. R. , Vernez , G. and O'Day , J. 2007 . Do Title I school choice and supplemental educational services affect student achievement? , Washington, DC : RAND .
   Google Scholar