Performance effects of failure to make Adequate Yearly Progress (AYP): Evidence from a regression discontinuity framework

Property Left Behind: An Unintended Consequence of a No Child Left Behind “Failing” School Designation

“…Sims's () California dataset contains 6,980 failing school by year observations relative to 10,595 non‐failing school by year observations during 2002–2006. Hemelt () identifies between 34 and 55 percent of Maryland's schools as “failing” during 2004 and 2009. However, it is important to note that the magnitude of the property value response found in our study is specific to residents of CMS during a limited period of study.…”

Tærskelvariable og tærskelværdier

“…Output/outcome-mål kan i en statskundskabssammenhaeng daekke over både valgregler og valgresultater, der deterministisk bestemmer, hvem der får politisk magt (Lee, 2008;Pettersson-Lidbom, 2008;Broockman, 2009;Olsen 2013b). Men det daekker også over resultatmålinger af offentlige ansatte eller organisationer, der bestemmer sanktioner og performance feedback i den offentlige sektor (Chiang, 2009;Hemelt, 2011;Olsen, 2013a). Lee (2008) var den første til at udnytte valgresultater som en taerskelvariabel.…”

Gamed by the System

“…For instance, using a regression discontinuity design with longitudinal panel data from elementary and middle schools, Hemelt (2011) found that schoolwide failure as measured by reading or math did not initiate school improvement the following year. Findings from Choi, Seltzer, Herman, and Yamashiro (2007), revealed that students from schools making AYP tended to demonstrate greater growth than their peers in schools that failed to make AYP.…”