NCLB
Updated: 6/12/2020
NCLB
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  • GAMING THE NCLB
  • We're incentivised to uphold the accountability standards of the Act. We don't want to be sanctioned. We may have to push low-scorers into special education so that their scores won't count on school reports (Allington & McGill-Franzen, 1992; Figlio and Getzler, 2002 as cited in Darling-Hammond, 2007, p. 252).
  • We need to retain students in grade so that their grade-level scores will look better (Haney, 2000; Jacob, 2002 as cited in Darling-Hammond, 2007, p. 252).
  • How about just excluding low-scoring students from admissions (Smith, 1986; Darling-Hammond, 1991 as cited in Darling-Hammond, 2007, p. 252).
  • It might be in the school's best interest to encourage students to leave or drop-out (Smith, 1986; Orfield and Ashkinaze, 1991; Haney, 2000 as cited in Darling-Hammond, 2007, p. 252).
  • Researchers have found higher rates of grade retention and dropping out in states and cities that have instituted test requirements for promotion or graduation (Orfield & Ashkinaze, 1991; Heubert & Hauser, 1999; Roderick et al., 1999; Clarke et al., 2000; Jacob, 2001; Lilliard & DeCicca, 2001; Wheelock, 2003 as cited in Darling-Hammond, 2007, p. 253).
  • ... as well as a widening gap in graduation rates between white and minority students (Orfield et al., 2004 as cited in Darling-Hammond, 2007, p. 253)
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