Schools that missed AYP showed some positive subsequent achievement impacts under NCLB accountability¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Title I schools that missed AYP showed some positive subsequent achievement impacts, per exploratory regression discontinuity analyses. → Brian Gill 2009

Evidence¶

Brian Gill 2009¶

Brian Gill, J.R. Lockwood III, Francisco Martorell, Claude Messan Setodji, Kevin Booker. (2009). An Exploratory Analysis of Adequate Yearly Progress, Identification for Improvement, and Student Achievement in Two States and Three Cities. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. https://www.mathematica.org/publications/an-exploratory-analysis-of-adequate-yearly-progress-identification-for-improvement-and-student-achievement-in-two-states-and-three-cities

q3 · i? · causal · r?

Exploratory quasi-experimental analyses using a regression discontinuity design examined NCLB accountability effects in Title I schools in two states and three districts; the report states it "found some positive achievement impacts for schools that missed AYP."

"The study found some positive achievement impacts for schools that missed AYP, but not for schools that were identified for the first year of school improvement."

Discussion¶

Related Claims¶

• Accountability sanction effects were not consistent across years and outcomes — related
• First-year identification for school improvement showed no positive achievement impacts — related
• Regression discontinuity impact estimates for two education interventions were not significantly different from experimental impact estimates, though point-estimate differences were sometimes nontrivial — related
• Individual RD impact estimates show substantial variation in bias, warranting caution when interpreting single RD estimates — related
• Clustered regression discontinuity designs typically require three to four times larger samples than clustered experimental designs to produce impact estimates with the same level of statistical precision in education evaluations — related
• Statistical theory predicts that regression discontinuity provides valid causal inference at the cutoff score determining treatment assignment — related
• Threat-induced math improvements from attending a threatened elementary school persist at least through the first one to two years of middle school — related