Comparisons of schools that barely meet or miss criteria for
adequate
y early progress (AYP) reveal that some sanctions built into the No
Child
Left Behind accountability regime exert positive impacts on
students.
Estimates indicate that the strongest positive effects
associate with the
ultimate sanction: leadership and management
changes associated with
school restructuring.
This study finds suggestive
incentive effects in schools
first entering the NCLB sanction regime,
but no significant effects of
intermediate sanctions. Further
analysis shows that gains in sanctioned
schools are concentrated
among low-performing students, with the exception of
gains from
restructuring which are pervasive.
The study finds no evidence that
schools
achieve gains among low-performing students by depriving
high-performing
students of resources.
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