When is 100% not 100%? The Use of Safe Harbor to Make Adequate Yearly Progress

Polikoff, Morgan S.; Wrabel, Stephani L.

doi:10.1162/edfp_a_00091

Cited by 6 publications

(10 citation statements)

References 17 publications

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“…Second, the determination of AYP became more complex after 2004 due to NCLB waivers and "Safe Harbor" exemptions (e.g., Polikoff and Wrabel 2013).…”

Section: Preexisting Abc Accountability Policymentioning

confidence: 99%

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Performance Standards and Employee Effort: Evidence from Teacher Absences

Gershenson¹

2015

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The 2001 No Child Left Behind Act (NCLB) increased accountability pressure in U.S. public schools by threatening to impose sanctions on Title 1 schools that failed to make adequate yearly progress (AYP) in consecutive years. Difference-in-difference estimates of the effect of failing AYP in the first year of NCLB on teacher effort in the subsequent year suggest that, on average, teacher absences in North Carolina fell by about 10 percent, and the probability of being absent 15 or more times fell by about 30 percent. Reductions in teacher absences were driven by within-teacher increases in effort and were larger among more effective teachers. JEL Classification Codes: J45, J48, J22, I2

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“…Second, the determination of AYP became more complex after 2004 due to NCLB waivers and "Safe Harbor" exemptions (e.g., Polikoff and Wrabel 2013).…”

Section: Preexisting Abc Accountability Policymentioning

confidence: 99%

“…First, the data on teacher absences are simply unreliable after 2004 (Ahn, 2013). Second, the determination of AYP became more complex after 2004 due to NCLB waivers and "safe-harbor" exemptions (e.g., Polikoff & Wrabel, 2013).…”

Section: The 2001 No Child Left Behind Act (Nclb)mentioning

confidence: 99%

Performance Standards and Employee Effort: Evidence from Teacher Absences

Gershenson¹

2015

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“…States may not want to be seen as setting different targets for different groups. However, schools have had different targets for different groups for a decade through NCLB's Safe Harbor provision (Polikoff & Wrabel, 2013), and many states opted to set USDOE-endorsed subgroup-specific AMOs under the waivers, so most states are already setting different targets for different groups. By excluding student demographics from performance measures, the system expects the same performance from all schools regardless of their student inputs, penalizing schools for factors they cannot control.…”

Section: Policy Recommendationsmentioning

confidence: 99%

“…However, the lack of a common meaning for proficiency across states (National Center for Educational Statistics, 2007) reduces transparency. Furthermore, there are numerous alternative methods to make AYP other than meeting the proficiency targets; these are not transparent, but they account for an increasingly large proportion of schools (Polikoff & Wrabel, 2013).…”

Section: Transparencymentioning

confidence: 99%

The Waive of the Future? School Accountability in the Waiver Era

Polikoff

McEachin

Wrabel

et al. 2014

Educational Researcher

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Forty-two states and the District of Columbia have recently received waivers to the school accountability requirements of the No Child Left Behind Act (NCLB). As the prospects for reauthorizing the Act in the near term are dim, these new accountability systems will be law for at least several years. Drawing on a four-part framework from the measurement literature, we describe and critique the approved waiver accountability plans, comparing them to the NCLB accountability rules. We find a mixed bag-some states have made large improvements and others have not. Overall we conclude that states missed opportunities to design more effective school accountability systems that might minimize negative unintended consequences of these policies. The article concludes with suggestions for state and federal policy in light of the available literature.

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“…First, the data on teacher absences are simply unreliable after 2004 (Ahn, ). Second, the determination of AYP became more complex after 2004 due to NCLB waivers and “safe‐harbor” exemptions (e.g., Polikoff & Wrabel, ).…”

Section: Introductionmentioning

confidence: 99%

Performance Standards and Employee Effort: Evidence From Teacher Absences

Gershenson¹

2016

J Policy Anal Manage

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When is 100% not 100%? The Use of Safe Harbor to Make Adequate Yearly Progress

Cited by 6 publications

References 17 publications

Performance Standards and Employee Effort: Evidence from Teacher Absences

Performance Standards and Employee Effort: Evidence from Teacher Absences

The Waive of the Future? School Accountability in the Waiver Era

Performance Standards and Employee Effort: Evidence From Teacher Absences

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