How Much Do Students Matter? Applying the Oaxaca Decomposition to Explain Determinants of Adequate Yearly Progress.
The federal government and many state governments have recently passed legislation that punishes school districts for not showing consistent improvement in standardized test scores. This article measures the extent to which school performance reflects student characteristics. After splitting schools...
| Published in: | Contemporary Economic Policy Vol. 24; no. 4; pp. 563 - 582 |
|---|---|
| Main Authors: | , |
| Format: | Article |
| Published: |
Wiley-Blackwell
October 2006
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510645204&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510645204 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10743529 CEY jtl: Contemporary Economic Policy issn: 10743529 maglogo: N pubinfo: dt: October 2006 vid: 24 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 510645204 10.1093/cep/byl003 ppf: 563 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.4MB tig: atl: How Much Do Students Matter? Applying the Oaxaca Decomposition to Explain Determinants of Adequate Yearly Progress. aug: au: Krieg, John M. Storer, Paul su: Achievement tests Test scoring Education policy United States education system School choice No Child Left Behind Act of 2001 sug: subj: Achievement tests Test scoring Education policy United States education system School choice No Child Left Behind Act of 2001 ab: The federal government and many state governments have recently passed legislation that punishes school districts for not showing consistent improvement in standardized test scores. This article measures the extent to which school performance reflects student characteristics. After splitting schools in the state of Washington based on adequate yearly progress, the authors find that an overwhelming percentage of the difference between high-and low-performing schools is explained by characteristics beyond the control of school administrators. Thus legislation designed to penalize poorly performing schools may hurt students who are most in need of academic aid. (JEL 12) Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|