School Performance, Accountability and Waiver Reforms: Evidence from Louisiana

Dee, Thomas S.; Dizon-Ross, Elise

doi:10.3386/w23463

Cited by 10 publications

(13 citation statements)

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“…This picture is largely consistent with emerging evidence from other states on Focusschool reforms (Dee & Dizon-Ross, 2017). A recent report from the U.S. Government…”

Section: Discussionsupporting

confidence: 86%

Differentiated Accountability and Education Production: Evidence from NCLB Waivers

Hemelt¹,

Jacob²

2017

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In 2011, the U.S. Department of Education granted states the opportunity to apply for waivers from the core requirements of No Child Left Behind (NCLB). In exchange, states implemented systems of differentiated accountability in which they identified and intervened in their lowestperforming schools ("Priority" schools) and schools with the largest achievement gaps between subgroups of students ("Focus" schools). We use administrative data from Michigan in a series of regression-discontinuity analyses to study the effects of these reforms on schools and students. Overall, we find that neither reform had appreciable impacts on various measures of school staffing, student composition, or academic achievement. We find some evidence that the Focus designation led to small, short-run reductions in the within-school math achievement gap-but that these reductions were driven by stagnant performance of lower-achieving students alongside declines in the performance of their higher-achieving peers. These findings serve as a cautionary tale for the capacity of the accountability provisions embedded in the recent reauthorization of NCLB, the Every Student Succeeds Act (ESSA), to meaningfully improve student and school outcomes.

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“…This picture is largely consistent with emerging evidence from other states on Focusschool reforms (Dee & Dizon-Ross, 2017). A recent report from the U.S. Government…”

Section: Discussionsupporting

confidence: 86%

Differentiated Accountability and Education Production: Evidence from NCLB Waivers

Hemelt¹,

Jacob²

2017

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“…In contrast to these federally sanctioned approaches to turnaround, some states engaged in alternative efforts to improve their lowest performing schools under NCLB waivers (Bonilla & Dee, 2020; Dee & Dizon-Ross, 2017; Dougherty & Weiner, 2019). These state turnaround approaches can be characterized by the use of school accountability systems to identify the schools most in need of technical assistance (Dee & Dizon-Ross, 2017).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Relationship Between School Turnaround and Student Outcomes: A Meta-Analysis

Redding

Nguyen

2020

Educational Evaluation and Policy Analysis

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School turnaround has emerged as a predominant strategy to improve chronically low-performing schools, although the approach remains controversial. This meta-analysis synthesizes results from 35 studies to examine the relationship between school turnaround and various student outcomes. We find that school turnaround is associated with improved attendance, standardized test scores, and graduation rates. When separating the results by the different turnaround models, transformation, turnaround, and restart models are associated with improvements in student test scores. We find no evidence of a significant relationship between school closure or state turnaround conducted under No Child Left Behind (NCLB) waivers and student test scores. We describe how changes in organizational operations, human capital, and the governance and/or management of low-performing schools might have contributed to this observed relationship.

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“…Many accountability studies have focused in school performance consequences (Dee & Dizon-Ross, 2017;Hanushek & Raymond, 2005;Dee & Jacob, 2011), and some have analyzed the effect of accountability pressures on school policies and practices. Rouse et al (2013) and Elacqua et al (2016) show that schools under high accountability pressures in Florida and Chile modified some of their internal practices and policies in educationally meaningful ways.…”

Section: Theoretical Framework and Literaturementioning

confidence: 99%

The Effects of Accountability on the Allocation of School Resources: Regression Discontinuity Evidence from Chile

Elacqua¹,

Jaimovich²,

Román³

2019

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School Performance, Accountability and Waiver Reforms: Evidence from Louisiana

Cited by 10 publications

References 0 publications

Differentiated Accountability and Education Production: Evidence from NCLB Waivers

Differentiated Accountability and Education Production: Evidence from NCLB Waivers

The Relationship Between School Turnaround and Student Outcomes: A Meta-Analysis

The Effects of Accountability on the Allocation of School Resources: Regression Discontinuity Evidence from Chile

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