With the passing of the No Child Left Behind Act (NCLB) has come a wave of economic analyses of education production functions attempting to explain what community and school characteristics affect achievement gaps and yearly growth in pass rates. Using standardized test data from the Illinois State Board of Education over the period of NCLB, I argue that there are ways to empirically re-define growth and student success that more effectively capture NCLB’s goals. The results in this paper show inherent differences between the three growth definitions employed and the educational experiences in the grades analyzed.
Yusim, Alexis G.
"An Analysis of Student Achievement and Measures of Growth under No Child Left Behind,"
Undergraduate Economic Review:
1, Article 7.
Available at: http://digitalcommons.iwu.edu/uer/vol12/iss1/7