IPR Research on No Child Left Behind and School Accountability
IPR faculty conduct research on education issues and policies, in particular on measuring the effects of No Child Left Behind (NCLB) and school accountability programs in the United States and abroad. Their research findings are helping to provide a clearer sense of what is—and is not—working and what should be changed, maintained, or built upon as lawmakers move forward on retooling the federal education legislation.
See here for more information on IPR's Feb. 22, 2010, policy research briefing, Improving No Child Left Behind: What the Research Says.
Cook, T. D., with M. Wong, and P. M. Steiner. No Child Left Behind: An interim evaluation of its effects on learning using two interrupted time series each with its own non-equivalent comparison series. IPR Working paper, WP-09-11, Institute for Policy Research, Northwestern University.
Figlio, D., and L. Kenny. 2009. Public sector performance measurement and stakeholder support. Journal of Public Economics 93(9-10): 1069-77.
Figlio, D., with C. Rouse, J. Hannaway, and D. Goldhaber. 2007. Feeling the Florida heat? How Low-performing schools respond to voucher and accountability pressure. NBER Working Paper No. 13681.
Figlio, D., and L. Getzler. 2006. Accountability, ability and disability: Gaming the system? In Advances in Microeconomics, Vol. 14: Improving School Accountability, ed. T. Gronberg and D. Jansen, 35-49. Bingley, UK: Emerald Publishing.
Schanzenbach, D. W., with D. Neal. 2007. Left behind by design: Proficiency counts and test-based accountability. NBER Working Paper No. 13293. Forthcoming, Review of Economics and Statistics 92(2): May 2010.