No Child Left Behind: A Postmortem for Illinois
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| Title: | No Child Left Behind: A Postmortem for Illinois |
|---|---|
| Language: | English |
| Authors: | Harman, Wm. Gregory, Boden, Camille, Karpenski, Jeremy, Muchowicz, Nicole |
| Source: | Education Policy Analysis Archives. Apr 2016 24(48). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Educational Legislation, Federal Legislation, Program Evaluation, Outcomes of Education, High Schools, Academic Standards, Test Results, Educational Policy, Public Policy, Achievement Gap, High School Graduates, Educational Assessment, Standardized Tests, Testing, Common Core State Standards, Compliance (Legal), Reading Achievement, Mathematics Achievement, Graduation Rate, Achievement Tests, Statistical Analysis, Achievement Gains |
| Geographic Terms: | Illinois |
| Laws, Policies and Program Identifiers: | No Child Left Behind Act 2001 |
| ISSN: | 1068-2341 |
| Abstract: | In this study, the outcomes of No Child Left Behind (NCLB), as implemented in Illinois, are evaluated in terms of high school standards testing results between 2003-2013. NCLB was a policy dedicated to closing the gap in schooling outcomes nationally in the space of a decade. There have been few systematic examinations of its macro-level results for those exiting high school, especially considering the attention, time, effort, and money dedicated to its implementation. It has been subsumed into newer reform policies that move forward from the same assumptions and structures without a look back. This is a macro study of the outcomes in one state, Illinois, using its assessment system. Data include Prairie State Achievement Examination (PSAE) results in reading and math as well as graduation rates from high schools. The data is evaluated across the state as a whole and within categories of urban, suburban, town, and rural. Outcomes in reading, math, and graduation rates remain unchanged across the decade at the state and all community-type categories. Potential problems with implementation and design of NCLB are proposed with the intention of informing current and future policy, especially in regard to continuing a standards/accountability regime under the Common Core. |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2016 |
| Accession Number: | EJ1100169 |
| Database: | ERIC |
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