Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps

By Jaekyung Lee, G. Orfield. 2006

271 citations recorded by the source corpus.

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Citations in the corpus

Gauging Growth: How to Judge No Child Left Behind? (2007, background): “These questions have been examined within state-specific studies, as reviewed above, or for particular years (Fuller, Gesicki, Kang, & Wright, 2006; Lee, 2006; Skinner, 2005).”
Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research (2007, background): “Unfortunately, despite the significantly increased time that many low-income students spend in reading instruction, often at the expense of subjects such as social studies, science, art, and music, and even recess (Center on Education Policy, 2007), there is little evidence that these students have ”
Is Test-Driven External Accountability Effective? Synthesizing the Evidence From Cross-State Causal-Comparative and Correlational Studies (2008, background): “Previous comparisons of the NAEP and state assessment results showed significant discrepancies in the level of student achievement as well as the size of statewide achievement gains (Fuller, Gesicki, Kang, & Wright, 2006; Klein, Hamilton, McCaffrey, & Stecher, 2000; Koretz & Barron, 1998; Lee, 2006b”
The Impact of No Child Left Behind on Student Achievement. (2011, unknown): “Lee (2006) concluded that NCLB did not have any achievement effects.”
Preparing Preservice Educators for Cultural Diversity: How Far Have We Come? (2008, background): “…Left Behind Act of 2001 (NCLB) and the Individuals With Disabilities Education Improvement Act of 2004 (IDEA) has been the continued poor academic, social, and postsecondary outcomes for culturally and linguistically diverse (CLD) learners from economically disadvantaged backgrounds (Lee, 2006).”
Incentives and Test-Based Accountability in Education (2011, result): “A number of other studies provide persuasive evidence that gains on high-stakes accountability tests do not always generalize to other assessments given at approximately the same time in the same subjects (Fuller et al., 2006; Ho and Haertel, 2006; Jacob, 2005, 2007; Klein et al., 2000; Koretz and B”
Culturally responsive teaching in the context of mathematics: a grounded theory case study (2012, background): “Researchers have extensively documented these persistent gaps in mathematics achievement between students of color and White students using quantitative measures (Lee 2006; NCES 2007), while others have qualitatively explored factors that provide or inhibit access to mathematics (e.”
Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources (2012, methodology): “Nevertheless, some previous studies attempted to capitalize on interstate pre-NCLB accountability policy variations (Dee & Jacob, 2009; Lee, 2006).”
The Problem With “Proficiency”: Limitations of Statistics and Policy Under No Child Left Behind (2008, methodology): “…data readily available for state-level effect size analyses (Center on Education Policy, 2007), and cross-state analyses of trends and gap trends under NCLB have had to rely on PPS-based statistics to obtain the semblance of a common metric (e.g., Fuller, Wright, Gesicki, & Kang, 2007; Lee, 2006).”