The No Child Left Behind Act: Have Federal Funds Been Left Behind?

Duncombe, William; Lukemeyer, Anna; Yinger, John

doi:10.1142/9789811201615_0007

Cited by 3 publications

(5 citation statements)

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“…3 The first stage equation estimates student outcomes using measures of the characteristics of surrounding districts including economic and outcome characteristics of those districts as instruments. Here, we conceptualized, consistent with prior research, that the demand for student outcomes in a comparable district is a point of comparison for voters and school officials; that is, outcomes of neighboring districts will place competitive pressure on the observed school (Atchison et al, 2020; Duncombe et al, 2008; Duncombe & Yinger, 2005, 2011). In doing so, a key assumption underlying the use of characteristics for neighboring districts as instruments in the model identification strategy is that a neighboring district does not affect educational costs in some other way.…”

Section: Methodsmentioning

confidence: 87%

The Additional Cost of Operating Rural Schools: Evidence From Vermont

Kolbe

Baker

Atchison³

et al. 2021

AERA Open

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State policymakers wrestle with long-standing questions and concerns about how to best provide additional fiscal support to rural school districts to ensure their students have access to adequate educational opportunities. In this study, we describe how one state developed empirically based estimates for the additional cost of operating rural schools, typified by small enrollment and location in sparsely populated areas. The study’s findings clarify that school size and location are relevant, but distinct, cost factors that should be accounted for state school finance policies. Additionally, the study provides a model for how other states might leverage administrative data and apply education cost modeling to estimate cost differences for rural schools that can be used to inform state school finance policy.

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Section: Methodsmentioning

confidence: 87%

The Additional Cost of Operating Rural Schools: Evidence From Vermont

Kolbe

Baker

Atchison³

et al. 2021

AERA Open

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“…The federal government has legislated billions for state and local education agencies through the Elementary and Secondary School Emergency Relief Fund (ESSER II and ESSER III) and through Teacher Quality Partnership (TQP) grants in an effort to ward off the increasing number of vacant teaching positions. The allocations were dedicated to addressing educator shortages by supporting strategies to entice individuals into teaching (Acosta & Holdheide, 2021; Duncombe & Syverson, 2023; Rotherham & Gold, 2021). Grow Your Own (GYO) programs were specifically addressed in the language of ESSER II, ESSER III, and TQP as programs eligible to receive portions of the federal funding.…”

Section: Addressing the Shortagementioning

confidence: 99%

Paraprofessional to Teacher: Attracting and Preparing Special Educators for a Critical Shortage

Fogle,

Pua,

Wilt

2024

Teacher Education and Special Education: The Journal of the Tea

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As the teacher shortage continues to sweep the country, Grow Your Own (GYO) programs designed to attract and prepare more individuals into the teaching ranks are gaining national attention, particularly those targeting special education. Assisting paraprofessionals who work with students with disabilities has long been considered as one strategy among the array of ideas to grow more teachers and retain them. The solution includes GYOs that provide paraprofessionals with tuition support to earn their degrees and teaching certificates. Yet, little is known about outcomes of programs that fund paraprofessionals to become teachers. The state of Florida funded GYO program has compiled outcome data on more than 200 paraprofessionals who received tuition support to obtain their degrees. Data support the notion that when provided with financial assistance, paraprofessionals do earn their degrees and apply for teaching certification. Retention data also indicate that they remain certified at commendable levels.

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“…These incentives created a choice for states: avoid the NCLB sanctions by setting low standards for student performance or avoid NCLB sanctions by setting high standards and raising sub-national taxes to ensure that these standards can be reached (Duncombe et al, 2006). This arises because the NCLB did not actually set national standards for the States to meet, and was also likely due to inadequate funding to…”

Section: Annex E the Use Of Public Performance Data In The United Kimentioning

confidence: 99%

“…Indeed, state governments were vocal critics of the NCLB, wanting much more federal money and much more freedom to spend it (Rudalevige, 2005). Duncombe et al (2006) looked at the impact of the NCLB reforms in Missouri. In January 2006, the Missouri State Board of Education approved new cut-offs for the state tests that ''should result in more students scoring at the 'proficient ' and 'advanced' levels' (Missouri Department of Elementary and Secondary Education, MDESE, 2006).…”

mentioning

confidence: 99%

“…In January 2006, the Missouri State Board of Education approved new cut-offs for the state tests that ''should result in more students scoring at the 'proficient ' and 'advanced' levels' (Missouri Department of Elementary and Secondary Education, MDESE, 2006). In 2005, 30 per cent of students reached proficiency in reading and 25 per cent in math; under the new standards these percentages were expected to rise to 44 and 43 per cent, respectively (Duncombe et al, 2006).…”

mentioning

confidence: 99%

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Improving the performance of sub-national governments through benchmarking and performance reporting

Phillips¹

2018

OECD Working Papers on Fiscal Federalism

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This series is designed to make available to a wider readership selected studies drawing on the work of the OECD's Network on Fiscal Relations across Levels of Government. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other. OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcomed, and may be sent to the OECD Network on Fiscal Relations,

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The No Child Left Behind Act: Have Federal Funds Been Left Behind?

Cited by 3 publications

References 0 publications

The Additional Cost of Operating Rural Schools: Evidence From Vermont

The Additional Cost of Operating Rural Schools: Evidence From Vermont

Paraprofessional to Teacher: Attracting and Preparing Special Educators for a Critical Shortage

Improving the performance of sub-national governments through benchmarking and performance reporting

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