The Impact of No Child Left Behind's Accountability Sanctions on School Performance: Regression Discontinuity Evidence from North Carolina

48 Pages Posted: 22 Sep 2014 Last revised: 19 Jul 2023

See all articles by Thomas Ahn

Thomas Ahn

University of Kentucky

Jacob L. Vigdor

National Bureau of Economic Research (NBER)

Date Written: September 2014

Abstract

Comparisons of schools that barely meet or miss criteria for adequate yearly progress (AYP) reveal that some sanctions built into the No Child Left Behind accountability regime exert positive impacts on students. Estimates indicate that the strongest positive effects associate with the ultimate sanction: leadership and management changes associated with school restructuring. We find suggestive incentive effects in schools first entering the NCLB sanction regime, but no significant effects of intermediate sanctions. Further analysis shows that gains in sanctioned schools are concentrated among low-performing students, with the exception of gains from restructuring which are pervasive. We find no evidence that schools achieve gains among low-performing students by depriving high-performing students of resources.

Suggested Citation

Ahn, Thomas and Vigdor, Jacob L., The Impact of No Child Left Behind's Accountability Sanctions on School Performance: Regression Discontinuity Evidence from North Carolina (September 2014). NBER Working Paper No. w20511, Available at SSRN: https://ssrn.com/abstract=2499373

Thomas Ahn (Contact Author)

University of Kentucky ( email )

Lexington, KY 40506
United States

Jacob L. Vigdor

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

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