The unequal effect of adequate yearly progress: Evidence from school visits

Brown, A; Clift, J

The unequal effect of adequate yearly progress: Evidence from school visits

Brown, A Clift, J

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Publisher:: Sage Publications, Inc
Publication Type:: Journal Article
Citation:: American Educational Research Journal, 2010, 47 (4), pp. 774 - 798
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Brown, A	en_US
dc.contributor.author	Clift, J	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	American Educational Research Journal, 2010, 47 (4), pp. 774 - 798	en_US
dc.identifier.issn	0002-8312	en_US
dc.identifier.uri	http://hdl.handle.net/10453/13940
dc.description.abstract	The authors report insights, based on annual site visits to elementary and middle schools in three states from 2004 to 2006, into the incentive effect of the No Child Left Behind Actï½s requirement that increasing percentages of students make Adequate Yearly Progress (AYP) in every public school. They develop a framework, drawing on the physics concept of an attractor basin, to relate to theoretical literatures in economics and psychology the experiences that teachers, principals, and parents are having with the law. The authors anticipateï½and find evidence ofï½very different incentive effects of the AYP requirements on schools of different initial achievement levels.	en_US
dc.publisher	Sage Publications, Inc	en_US
dc.relation.ispartof	American Educational Research Journal	en_US
dc.relation.isbasedon	10.3102/0002831210374644	en_US
dc.subject.classification	Education	en_US
dc.title	The unequal effect of adequate yearly progress: Evidence from school visits	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	47	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	4	en_US
pubs.volume	47	en_US

Abstract:

The authors report insights, based on annual site visits to elementary and middle schools in three states from 2004 to 2006, into the incentive effect of the No Child Left Behind Actï½s requirement that increasing percentages of students make Adequate Yearly Progress (AYP) in every public school. They develop a framework, drawing on the physics concept of an attractor basin, to relate to theoretical literatures in economics and psychology the experiences that teachers, principals, and parents are having with the law. The authors anticipateï½and find evidence ofï½very different incentive effects of the AYP requirements on schools of different initial achievement levels.

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http://hdl.handle.net/10453/13940