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When Is 100% Not 100%? The Use of Safe Harbor to Make Adequate Yearly Progress

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Title: When Is 100% Not 100%? The Use of Safe Harbor to Make Adequate Yearly Progress
Language: English
Authors: Polikoff, Morgan S., Wrabel, Stephani L.
Source: Education Finance and Policy. Spr 2013 8(2):251-270.
Availability: MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Peer Reviewed: Y
Page Count: 20
Publication Date: 2013
Intended Audience: Policymakers
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Educational Indicators, Federal Programs, Accountability, Federal Legislation, Educational Legislation, Educational Policy, Schools, Incidence, Disadvantaged
Geographic Terms: California
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
DOI: 10.1162/EDFP_a_00091
ISSN: 1557-3060
Abstract: Debate over the design of state and federal accountability systems is an important ongoing issue for policy makers. As we move toward next-generation accountability through No Child Left Behind's (NCLB) waivers and reauthorization drafts, it is important to understand the implementation and effects of key elements of prior accountability systems. In this policy brief, we investigate an under-researched feature of NCLB accountability--the use of safe harbor to meet proficiency rate objectives. We use school-level data on California schools between 2005 and 2011 to investigate the prevalence of safe harbor over time. We find dramatic increases in recent years, primarily for the objectives for historically disadvantaged groups. Furthermore, we find no evidence that schools using safe harbor meaningfully outperform schools failing Adequate Yearly Progress in the short or long run, casting doubt on the utility of the measure. We conclude with recommendations to policy makers, including state assessment and accountability coordinators, regarding accountability policy design in future laws.
Abstractor: As Provided
Entry Date: 2013
Accession Number: EJ1006530
Database: ERIC
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  Data: Debate over the design of state and federal accountability systems is an important ongoing issue for policy makers. As we move toward next-generation accountability through No Child Left Behind's (NCLB) waivers and reauthorization drafts, it is important to understand the implementation and effects of key elements of prior accountability systems. In this policy brief, we investigate an under-researched feature of NCLB accountability--the use of safe harbor to meet proficiency rate objectives. We use school-level data on California schools between 2005 and 2011 to investigate the prevalence of safe harbor over time. We find dramatic increases in recent years, primarily for the objectives for historically disadvantaged groups. Furthermore, we find no evidence that schools using safe harbor meaningfully outperform schools failing Adequate Yearly Progress in the short or long run, casting doubt on the utility of the measure. We conclude with recommendations to policy makers, including state assessment and accountability coordinators, regarding accountability policy design in future laws.
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