Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources
Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources
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重新审视 NCLB 高风险学校责任、能力和资源的影响
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
T. Reeves
中科院分区：
文献类型：
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作者：
Jaekyung Lee;T. Reeves
本研究通过对 1990-2009 年 NAEP 州评估数据进行比较中断时间序列分析，探讨了 NCLB 下的高风险学校责任、能力和资源对阅读和数学成绩结果的影响。通过具有治疗权重逆概率的分层线性建模潜变量回归，该研究解决了 NCLB 前状态特征和趋势的差异，以解释 NCLB 后增益的变化。尽管各州在不同年级、科目和亚组之间的进展并不均衡，但 NCLB 尚未证明可持续且可推广的高风险问责政策效果。提高平均成绩以及缩小成绩差距与长期的全州教学能力和教师资源相关，而不是与短期的 NCLB 实施保真度、标准的严格性以及州机构的数据跟踪和干预能力相关。
This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990–2009 NAEP state assessment data. Through hierarchical linear modeling latent variable regression with inverse probability of treatment weighting, the study addresses pre-NCLB differences in state characteristics and trends to account for variations in post-NCLB gains. While the states’ progress was uneven among different grades, subjects, and subgroups, NCLB did not yet evidence sustainable and generalizable high-stakes accountability policy effects. Improving average achievement as well as narrowing achievement gaps was associated with long-term statewide instructional capacity and teacher resources rather than short-term NCLB implementation fidelity, rigor of standards, and state agency’s capacity for data tracking and intervention.