It's Complicated: Rethinking Education Reform And Accountability At The Intersection Of Federal, State And Local Policy (original) (raw)

Large Mandates and Limited Resources: State Response to the No Child Left Behind Act and Implications for Accountability

The Civil Rights Project, 2005

This report examines how state policymakers designed their accountability systems to meet the NCLB Title I requirements and the implications of its provisions for schools with large numbers of low-income and minority students. We conducted our study in six states—Arizona, California, Illinois, New York, Virginia, and Georgia—which are geographically, politically, and demographically diverse. First, we examine how these six states designed their accountability systems to meet the Title I accountability requirements, including the interaction of the federal requirements and state accountability systems. Second, we examine the effect of the Title I adequate yearly progress (AYP) requirements on high-poverty and high-minority schools in these six states. Third, we explore the impact of subgroup accountability rules in California's public schools. We focus our subgroup analysis on California, since it is the state with the most ethnically and socially diverse public schools