Regression discontinuity design applied to NCLB AYP thresholds in Title I schools¶

Element · All elements
Evidence · 4 claims (3 for, 1 mixed) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The report is an exploratory quasi-experimental study that "use[s] a regression discontinuity design to examine the relationships between certain features of No Child Left Behind accountability and subsequent student achievement in Title I schools in two states and three school districts." It exploits AYP and identification thresholds to estimate sanction effects.

Design Implications¶

Context¶

Requirements¶

• School-level AYP and identification status data in Title I schools in the studied states and districts

Constraints¶

• Findings from two states and three cities cannot be generalized to produce a national estimate

Target Learners¶

• Students in Title I schools in two states and three school districts

Target Learning Goals¶

• Student achievement in reading and mathematics under NCLB accountability

Claims¶

• Schools that missed AYP showed some positive subsequent achievement impacts under NCLB accountability [+M]
• First-year identification for school improvement showed no positive achievement impacts [+M]
• Accountability sanction effects were not consistent across years and outcomes [+M]
• Findings from two states and three cities cannot be generalized to a national estimate of program effects [~M]

Related Elements¶

• National Longitudinal Study of No Child Left Behind and Study of State Implementation of Accountability and Teacher Quality
• Regression discontinuity design exploiting oversubscription rationing of SEdS

Examples¶

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Key Sources¶

• 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